Journal
AREA
Volume 38, Issue 3, Pages 240-247Publisher
WILEY
DOI: 10.1111/j.1475-4762.2006.00691.x
Keywords
participatory diagramming; young people; students; university; teaching; learning
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This paper contributes to understandings of youth transitions in childhood and youth geographies through the use of a participatory diagramming exercise with students studying geography in a summer school access programme at a Scottish university. In particular, the paper explores young people's perceptions about adult/child binaries and their hopes and fears in applying to university. The discussion highlights the extended nature of youth transitions: the usefulness of participatory diagramming as a research method and teaching technique for this group; and the consequences that the increasing interest in childhood and youth geographies might have on teaching and learning in human geography.
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