Children’s Use of Knowledge of Place in Understanding Social Relations

Authors


Anne Harju, Senior Lecturer, Department of Children, Youth and Society, Faculty of Education, Malmö University, 205 06 Malmö, Sweden. E-mail: anne.harju@mah.se

Abstract

The article explores how children use different types of knowledge of place to make sense of their relations to other children. The participants are children aged 11–12 in a small town in southern Sweden. The methodology used is place mapping with group interviews. A significant outcome is that the children connect emplaced and spatial knowledge in their efforts to understand themselves and others. Their emplaced knowledge is thus not separated from the spatial knowledge. Another significant result is that the participating children are engaged in an exchange of knowledge of place with other children and with adults.

Ancillary