Peter Kraftl – författare

Cultural geography is a major, vibrant subdiscipline of human geography. Cultural geographers have done some of the most important, exciting and thought-provokingly zesty work in human geography over the last half-century.This book exists to provide an introduction to the remarkably diverse, controversial, and sometimes-infuriating work of cultural geographers. The book outlines how cultural geography in its various forms provides a rich body of research about cultural practices and politics in diverse contexts. Cultural geography offers a major resource for exploring the importance of cultural materials, media, texts and representations in particular contexts and is one of the most theoretically adventurous subdisciplines within human geography, engaging with many important lines of social and cultural theory. The book has been designed to provide an accessible, wide-ranging and thought-provoking introduction for students studying cultural geography, or specific topics within this subdiscipline. Through a wide range of case studies and learning activities, it provides an engaging introduction to cultural geography.

This book offers a new approach for theorising and undertaking childhood research. It combines insights from childhood and generational studies with object-oriented ontologies, new materialisms, critical race and gender theories to address a range of key, intractable challenges facing children and young people. Bringing together traditional social-scientific research methods with techniques from digital media studies, archaeology, environmental nanoscience and the visual arts, After Childhood: Re-thinking Environment, Materiality and Media in Children's Lives presents a way of doing childhood research that sees children move in and out of focus. In doing so, children and their experiences are not completely displaced; rather, new perspectives on concerns facing children around the world are unravelled which dominant approaches to childhood studies have not yet fully addressed. The book draws on the author’s detailed case studies from his research in historical and geographical contexts. Examples range from British children’s engagement with plastics, energy and other matter, to the positioning of diverse Brazilian young people in environmental and resource challenges, and from archaeological evidence about childhoods in the USA and Europe to the global circulation of children’s toys through digital media. The book will appeal to human geographers, sociologists, anthropologists, education studies scholars and others working in the interdisciplinary field of childhood studies, as well as to anyone looking for a range of novel, interdisciplinary frames for thinking about childhood.

This authoritative Handbook explores the geographical dimensions of education, providing insights into the dynamic interactions between spatial processes and education. Expert authors examine issues ranging from the environments that make up formal, alternative, outdoor and informal education, to the ways in which teaching spaces form identities.Presenting a comprehensive overview of the field, original contributions from key scholars shed light on major concerns such as decolonisation, exclusion, and rural schooling, and present concrete examples to exemplify the broad scope of research on the geographies of education. Covering diverse geographical contexts in both the Global North and the Global South, chapters emphasise the significance of space, place, scale, and mobility in education. Contributors analyse spatiality and materialities, as well as subjects and technologies within learning environments, outlining the uncertainties around the future of learning and the priorities of social justice and education policy for future research.The Handbook on Geographies of Education is an essential resource for scholars and students of human geography, sociology, education studies and policy, anthropology and development studies. It is also a beneficial read for educational policymakers and practitioners looking to understand how geographical processes and analyses matter to their work.

This collection of original chapters brings together cutting-edge research on informal education - that is, learning practices that emphasise dialogue and learning through everyday life. For the first time, it highlights the way in which geography matters to informal education practices. Through a range of examples from the nineteenth, twentieth and twenty-first centuries, and from a range of geographical contexts, the authors explore the relationship between history, geography and practice in the field of informal education. Case studies include youth work, Scouting, Guiding, Care Farms, youth music programmes and the use of online/information technologies. This book will be of interest to geographers and sociologists of education, childhood and youth scholars. It also provides an engaging resource and collection of case studies for educators, youth workers and other professionals who work with young people.

This volume examines children's and young people's emotions in policy-making and professional practice. It seeks both to inform readers about up-to-date research and to provoke debate, encouraging and enabling critical reflections upon emotions in policy and practice, relevant to readers' own context.

This book offers a new approach for theorising and undertaking childhood research. It combines insights from childhood and generational studies with object-oriented ontologies, new materialisms, critical race and gender theories to address a range of key, intractable challenges facing children and young people. Bringing together traditional social-scientific research methods with techniques from digital media studies, archaeology, environmental nanoscience and the visual arts, After Childhood: Re-thinking Environment, Materiality and Media in Children's Lives presents a way of doing childhood research that sees children move in and out of focus. In doing so, children and their experiences are not completely displaced; rather, new perspectives on concerns facing children around the world are unravelled which dominant approaches to childhood studies have not yet fully addressed. The book draws on the author’s detailed case studies from his research in historical and geographical contexts. Examples range from British children’s engagement with plastics, energy and other matter, to the positioning of diverse Brazilian young people in environmental and resource challenges, and from archaeological evidence about childhoods in the USA and Europe to the global circulation of children’s toys through digital media. The book will appeal to human geographers, sociologists, anthropologists, education studies scholars and others working in the interdisciplinary field of childhood studies, as well as to anyone looking for a range of novel, interdisciplinary frames for thinking about childhood.

Urban living has dramatically changed over the past generation, refashioning children’s relationships with the towns and cities in which they live, and the modes of living within them. Focusing on the global shift in urban planning towards sustainable urbanism - from master planned ‘sustainable communities’, to the green retrofitting of existing urban environments - Children Living in Sustainable Built Environments offers a critical analysis of the challenges, tensions and opportunities for children and young people living in these environments.Drawing upon original data, Children Living in Sustainable Built Environments demonstrates how the needs, interests and participation of children and young people often remain inferior to the design, planning and local politics of new urban communities. Considering children from their crucial role as residents engaging and contributing to the vitalities of their community, to their role as consumers using and understanding sustainable design features, the book critically discusses the prospects of future inclusion of children and young people as a social group in sustainable urbanism.Truly interdisciplinary, Children Living in Sustainable Built Environments forms an original theoretical and empirical contribution to the understanding of the everyday lives of children and young people and will appeal to academics and students in the fields of education, childhood studies, sociology, anthropology, human geography and urban studies, as well as policy-makers, architects, urban planners and other professionals working on sustainable urban designs.

Urban living has dramatically changed over the past generation, refashioning children’s relationships with the towns and cities in which they live, and the modes of living within them. Focusing on the global shift in urban planning towards sustainable urbanism - from master planned ‘sustainable communities’, to the green retrofitting of existing urban environments - Children Living in Sustainable Built Environments offers a critical analysis of the challenges, tensions and opportunities for children and young people living in these environments.Drawing upon original data, Children Living in Sustainable Built Environments demonstrates how the needs, interests and participation of children and young people often remain inferior to the design, planning and local politics of new urban communities. Considering children from their crucial role as residents engaging and contributing to the vitalities of their community, to their role as consumers using and understanding sustainable design features, the book critically discusses the prospects of future inclusion of children and young people as a social group in sustainable urbanism.Truly interdisciplinary, Children Living in Sustainable Built Environments forms an original theoretical and empirical contribution to the understanding of the everyday lives of children and young people and will appeal to academics and students in the fields of education, childhood studies, sociology, anthropology, human geography and urban studies, as well as policy-makers, architects, urban planners and other professionals working on sustainable urban designs.

This collection of original chapters brings together cutting-edge research on informal education - that is, learning practices that emphasise dialogue and learning through everyday life. Case studies include youth work, Scouting, Guiding, Care Farms, youth music programmes and the use of online/information technologies.

This book offers a comparative analysis of alternative education in the UK, focusing on learning spaces that cater for children and young people. It constitutes one of the first book-length explorations of alternative learning spaces outside mainstream education - including Steiner, human scale and forest schools, care farms and homeschooling.Based on original research with teachers, parents and young people at over 50 learning spaces, Geographies of alternative education demonstrates the importance of a geographical lens for understanding alternative education. In so doing, it develops contemporary theories of autonomy, emotion/affect, habit, intergenerational relations and life-itself. The book will appeal to academics and postgraduates in the fields of geography, sociology, education and youth studies. Given ongoing concerns about the state's role in providing children's education, and an increase in the number of alternative education providers in the UK and elsewhere, the book also highlights several critical questions for policy makers and practitioners.

This book offers a comparative analysis of alternative education in the UK, focusing on learning spaces that cater for children and young people. It constitutes one of the first book-length explorations of alternative learning spaces outside mainstream education - including Steiner, human scale and forest schools, care farms and homeschooling.Based on original research with teachers, parents and young people at over 50 learning spaces, Geographies of alternative education demonstrates the importance of a geographical lens for understanding alternative education. In so doing, it develops contemporary theories of autonomy, emotion/affect, habit, intergenerational relations and life-itself. The book will appeal to academics and postgraduates in the fields of geography, sociology, education and youth studies. Given ongoing concerns about the state's role in providing children's education, and an increase in the number of alternative education providers in the UK and elsewhere, the book also highlights several critical questions for policy makers and practitioners.

This collection, which is a companion volume to Young People and Stories for the Anthropocene (Kelly et al., 2022), aims to find, to explore, and to co-produce ways of ‘staying with the trouble’ (Haraway 2016) that are disruptive of orthodoxies in childhood and youth studies, and productive of new ways of thinking, and of being and becoming, in the circumstances that we (young and old) find ourselves in. Circumstances that have, problematically, been identified as the Anthropocene, and which have been characterised as being situated at the convergence of the climate crisis, the 6th mass extinction, and the ongoing crises of global capitalism as ‘earth system’ (Braidotti 2019, Moore 2015).The collection emerges, in part, and among other things, around three key challenges. First, how can childhood and youth studies tell stories about the less obviously-bounded, obviously-crafted, obviously-engineered material stuff that humans create and that circulates – stuff like plastics, chemicals, and the scattered remnants of past industrial endeavour. Second, the need to experiment with diverse modes of representation: with differently-mediated technologies and modes of telling that, from digital film platforms to children’s non-fiction writing, expand our lexicon in terms of how it might become possible to narrate young people in/and the Anthropocene. Third, the need to articulate different ‘tools’ for working with young people in the Anthropocene. ‘Tools’ and ‘technologies’, understood in this manner, are modes of becoming-attuned to, and of making, new configurations of human and non-human, new and pressing threats that weigh upon young people in visceral, affective ways, and new modes of speculating about and becoming-responsible for futures – human and more-than-human. In this sense, the contributions to the collection, from scholars from the Anglo and non-Anglosphere, are framed by an urgency to develop and deploy innovative, critical and disruptive theoretical and methodological tools and technologies to identify and explore the material, temporal and conceptual challenges for children and young people, and those who research in childhood and youth studies, at this convergence.

This edited collection presents stories of children and young people’s entanglements with times of ongoing crisis in the Anthropocene. The authors use biographical narratives and arts-based methodologies to further the discussion surrounding young people’s well-being, resilience, and enterprise. Through these stories, they seek to critically engage with the literature on the Anthropocene and interrogate concepts such as agency, structure, and belonging.

This original book explores the importance of geographical processes for policies and professional practices related to childhood and youth. Contributors from a wide range of disciplinary backgrounds explore how concepts such as place, scale, mobility and boundary-making are important for policies and practices in diverse contexts. Chapters present both comprehensive cutting-edge academic research and critical reflections by practitioners working in diverse contexts, giving the volume wide appeal. The focus on the role of geographical processes in policies and professional practices that affect young people provides new, critical insights into contemporary issues and debates. The contributions show how local and national concerns remain central to many youth programmes; they also highlight how youth policies are becoming increasingly globalised. Examples are taken from the UK, the Americas and Africa.The chapters are informed by and advance contemporary theoretical approaches in human geography, sociology, anthropology and youth work, and will be of interest to academics and higher-level students in those disciplines. The book will also appeal to policy-makers and professionals who work with young people, encouraging them to critically reflect upon the role of geographical processes in their own work.

This original book explores the importance of geographical processes for policies and professional practices related to childhood and youth. Contributors from a wide range of disciplinary backgrounds explore how concepts such as place, scale, mobility and boundary-making are important for policies and practices in diverse contexts. Chapters present both comprehensive cutting-edge academic research and critical reflections by practitioners working in diverse contexts, giving the volume wide appeal. The focus on the role of geographical processes in policies and professional practices that affect young people provides new, critical insights into contemporary issues and debates. The contributions show how local and national concerns remain central to many youth programmes; they also highlight how youth policies are becoming increasingly globalised. Examples are taken from the UK, the Americas and Africa.The chapters are informed by and advance contemporary theoretical approaches in human geography, sociology, anthropology and youth work, and will be of interest to academics and higher-level students in those disciplines. The book will also appeal to policy-makers and professionals who work with young people, encouraging them to critically reflect upon the role of geographical processes in their own work.