Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017
Ploner, Josef; Jones, Lisa
Dr Lisa Jones L.M.Jones@hull.ac.uk
Senior Lecturer in Education
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|
|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|
|Keywords||Culture-led regeneration; Hull 2017, UK city of culture; Children; Young people; Education|
|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.|
This file is under embargo until Jun 27, 2020 due to copyright reasons.
Contact J.Ploner@hull.ac.uk to request a copy for personal use.
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