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Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017

Ploner, Josef; Jones, Lisa

Authors

Josef Ploner



Abstract

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context.

Journal Article Type Article
Journal Children's Geographies
Print ISSN 1473-3285
Electronic ISSN 1473-3277
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
APA6 Citation Ploner, J., & Jones, L. (in press). Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017. Children's Geographies, https://doi.org/10.1080/14733285.2019.1634245
DOI https://doi.org/10.1080/14733285.2019.1634245
Keywords Culture-led regeneration; Hull 2017, UK city of culture; Children; Young people; Education
Publisher URL https://www.tandfonline.com/doi/full/10.1080/14733285.2019.1634245
Additional Information This is the accepted manuscript of an article published in Children's Geographies, 2019. The version of record is available at the DOI link in this record.