"Children and young people are often discussed as if they are homogenous groups. The reality is of course very different with an enormous variation within each of these groups and in any domain of experience pertaining to childhood or adolescence. Drivenby personal, socio-cultural, geographic, or economic circumstances, many children and young people worldwide are experiencing a totally different reality to those who fit with more mainstream patterns of childhood. This has substantial implications for their socio-physical environmental experience and our understanding of their physical environmental needs. The aim of this book is to draw attention to these alternate realities for a number of these groups of children and young people, highlighting the unique and different considerations associated with their particular circumstances in each instance and to identify the repercussions for their physical environmental needs. Ultimately we create an evidence-based discussion which can be used by designers, planners and policy makers, and those delivering services and programs to children and young people, as a basis to make informed decisions on how to work with the groups of children and young people in our book, for better environmental provision"--
This book focuses on the personal, socio-cultural, geographic, or economic circumstances faced by many children and young people worldwide, with the goal of drawing attention to these realities, highlighting the considerations for each instance, and identifying the repercussions for children's physical environmental needs.
Children and young people are often discussed as if they are homogenous groups. The reality is, of course, very different, with an enormous variation within each of these groups and in any domain of experience pertaining to childhood or adolescence. Driven by personal, sociocultural, geographic, or economic circumstances, many children and young people worldwide are experiencing a totally different reality to those who fit with more mainstream patterns of childhood. This has substantial implications for their sociophysical environmental experience and our understanding of their physical environmental needs. The aim of this book is to draw attention to these alternate realities for a number of these groups of children and young people, highlighting the unique and different considerations associated with their particular circumstances in each instance, and identifying the repercussions for their physical environmental needs. Ultimately, this book creates an evidence-based discussion which can be used by designers, planners and policy makers, and those delivering services and programs to children and young people as a basis to make informed decisions on how to work with the groups of children and young people in our book for better environmental provision.
Introduction Part I: Framing the Conversation
1. Global Challenges and
Trends Affecting All Children and Young People and Their Environmental
Experience
2. Conceptualizing Challenging Childhoods: Contemporary Models and
Frameworks for Addressing Vulnerability
3. Environmental Considerations for
Children and Young People with Diverse Childhood Experiences: Current
Conversations in Research Part II: Meeting Childrens and Young Peoples
Rights and Supporting their Agency in the Built Environment
4. Reimagining
Urban Liminal Spaces as Childrens Places to Secure Childrens Right to the
City and Fulfil Rights of Children
5. Flying for the First Time: Situating
Sustainability-in-Place among Children and Young People within Agricultural
Communities of California
6. Dispossession, Adolescence and the Missing
Public Spaces of Hyderabad, India Part III. Indigenous Children and Young
People
7. Aboriginal Australian Childrens Cross-Cultural Behaviors and
Experiences: An Ecological Psychology Perspective
8. Nature or Environment?
Experiences, Feelings and Opinions of Children from Indigenous Peoples
9.
Ecological Place-Meaning of a Rural Island Environment through the Lens of
Young Bajau Ubian in Sabah, Malaysia
10. Cultivating my Culture: Educational
Gardens as Places for Biocultural Revitalization in Early Childhood Education
in an Indigenous Territory of Southern Chile
11. Indigenous Childrens
Speculative Future Imaginaries of Place, Weathering and Ruination Part IV:
Children and Young People with a Disability
12. Having a Say in Places to
Play: Children with Disabilities, Voice and Participation
13. Equitable
Outdoor Play Design for Children and Families with Disabilities
14. Learning
Environments for Students with Moderate and High Support Needs: Listening to
Student Voices
15. Sensemaking: The Environmental Experiences of Children
with Disabilities in Primary School
16. Excavating Solutions to
Sociospatial-Textual Injustices with Girls of Color with Disabilities in
Middle School and High school in the United States Part V: Vulnerable
Children and Young People
17. Supporting Young People with Vulnerabilities
through the Provision of Quality Youth Center Environments
18. Uses, Meanings
and Positioning of Children and Young People in the Urban Environment: The
Case of an Informal Settlement in Bogotį, Colombia
19. Nature-Based Healing
Environments Improve Critical Protective Factors Associated with Long-Term
Recovery from Trauma, Addiction and Homelessness for Young People
20.
Barriers to Wellbeing at School: Listening to the Environmental Experience of
Young Girls in Bangladesh Part VI: Young People in the Justice System
21.
Abolishing Youth Detention Centers: Rethinking Architectural Models for
Australian Children and Young People Under Legal Custodial Orders
22. Keeping
Kids Close: Can Juvenile Justice Detention be a Place of Healing?
23. Youth
Detention and Correctional Facilities in the US Part VII: Refugees,
Immigrants and Displaced Children and Young People
24. Healthy Environments
for Refugee and Asylum-Seeking Children and Young People: A Biopsychosocial
Lens
25. Institutional Logics and Childrens Participation: A Case Study of
Artolutions Public Art Projects in Internally Displaced Person (IDP) and
Refugee Settlements
26. Immigration Detention Environments in Australia:
Childrens Rights and Wellbeing Conclusion
Kate Bishop is Associate Professor, School of Built Environment at the University of New South Wales, Sydney, Australia. Kates background in environment-behavior research underpins her teaching and research and her particular area of interest: children, youth and environments. She specializes in the research and design of environments for children with special needs; child and youth-friendly urban planning and design; and participatory methodologies with children and young people. Kate worked in private industry and government before becoming an academic.
Katina Dimoulias is a multidisciplinary researcher and academic in the School of Education, Western Sydney University. She received her doctorate in the areas of Environment and Behavior Studies from The University of Sydney. Her principal research focus is on children and youth populations experiencing vulnerabilities and their environmental experiences, learning environments and more recently nature-based community development approaches for adults. Katina is trained as an environmental designer and has consulted on the development of community service environments for young people experiencing vulnerabilities.
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