Index

Citation (2023), "Index", Berman, R., Albanese, P. and Chen, X. (Ed.) Sociological Research and Urban Children and Youth (Sociological Studies of Children and Youth, Vol. 32), Emerald Publishing Limited, Leeds, pp. 177-183. https://doi.org/10.1108/S1537-466120230000032011 Publisher: Emerald Publishing Limited Copyright © 2023 Rachel Berman, Patrizia Albanese and Xiaobei Chen INDEX Academic streaming process, 20 Achievement gap, 147 Action planning process, 168 Activism, 132 Agency, 4–5 Agricultural techniques, 18 Agriculture, 24 American Civil Liberties Union (ACLU), 125 American Library Association, The (ALA), 124 Analysis methodology, 36 Analytic process, 14 Asian American, 108 social integration, 108 Asian Canadians, 106 youth, 106 Assimilation process, 24 Asynchronous learning, 53 Autism, 30 Autistic authors, 38 Autistic children, 40, 43 Autistic individuals, 42 Autistic youth participants, 37–40 Auto-ethnographer, 94 Autocratic systems, 72 Belonging, 3–4 Black children, 18 Black educators, 20 Black Lives Matter movement (2020), 122 Bourdieu, Pierre, 108–109 Breaking the Cycle (2009), 146–148 Canadian Broadcasting Corporation (CBC), 106 Canadian policy makers, 15 Canadian residential schools, 22 Canadian social reform movement, The, 142 Category slippage between race and discipline, 109–113 Central York School District, Pennsylvania, 129–130 Child Friendly Cities Initiative (CFCI), 5, 156 action planning, 168–170 analysis, 170–171 approach in United States, 157–159 case studies, 162 Framework for Action, 168 global history of, 156–157 lessons learned, 171–173 situation analysis stage, 167–168 stakeholder engagement stage, 162–167 USA approach, 159–160 young people’s participation in, 160–162 Youth Council, 166–167 Child poverty in Ontario, 149–151 community revitalization concerns, 148–149 education as solution to culture of poverty, 145–147 mobilizing spatial framework to understand poverty, 141–145 Child-Friendly City (CFC), 68 Child-savers, 142 Child(hood)/children, 11, 74 child-led interests for participation in research, 34–35 citizenship, space, and belonging, 3–4 contextual barriers to children’s engagement, 70–72 cultural context and structure, 74–75 developmental approach to, 143 exclusion, 71 human rights, 156 inclusion, 69 interests for engagement, 32–34 obstacles to children participation, 74 organization of volume, 2 participation concept, 69, 156 positioning, 10–14 power, structure and agency, 4–5 presence of children in field of urban planning, 69–70 relationships to/with urban contexts, 2–3 rights, 156, 158 social construction and relationality, 2–3 two aspects of, 160 urban management structure, 77–78 urban planning structure, 75–77 voices in Iranian urban affairs, 78 Children and Young People Zone (CYZ), 92 Children Crossing Borders Project, 93 Children’s Civic Participation, 160 Citizenship, 3–4 politics, 4 City, 1 citizenship, space, and belonging, 3–4 intersections of city and digital among young Australians, 57–58 organization of volume, 2 power, structure and agency, 4–5 social construction and relationality, 2–3 Civic activism, 125 Civic engagement research, 160 Cocreation of research and research questions, 95 Coding frame construction, 35–37 Comic conventions, 41 Commitment to End Child Poverty (1989), 151 Community, 157 assessment process, 167 community-visioning process, 92 conversations, 167 revitalization concerns, 148–149 Community Playwork, 98 Computer gaming, 32 Conservative government of Ontario, 149 Constructivist theories, 30 Co–presence, 49 embodied sense of, 52 Cosplay, 31–32, 40(see also Play) appeal of, 32–34 community, 33, 39 experience frame, 37 practice, 33 Counter-movements, 124 COVID–19 considerations, 58–60 digital mediation of everyday lives in city, 50–58 CPE, 90, 98 Critical feminist theory, 79 Critical race theory (CRT), 123 Critical theory, 78 Cultural barriers, 68 Cultural Circles, 93, 100 Culture of poverty, education as solution to, 145–147 Cycle of poverty, 146 Data, 50 Democracy building, 172 Developmental paradigm, 144 Developmentalism, 143–144 Digital among young Australians, intersections of city and, 57–58 Digital communication, 36 Digital interests for participation in research, 34–35 Digital media, 51, 56, 58 Digital mediation of everyday lives in city, 50 intersections of city and digital among young Australians, 57–58 method, 50–51 online lives during pandemic, 51–57 Digital platforms, 35, 40 Digital spaces, 33 child interests for engagement, 32–34 enabling environments, 34–354 power of play, 31–32 search terms and thematic analysis, 35–37 thematic analysis and participation results, 37–40 use of, 32–34 Digital technology, 49, 52, 58 Discipline, category slippage between race and, 109–113 Discourse analysis, 10 of historical school garden texts, 15 Docile bodies, 15 Doug Ford Conservative government of Ontario, 141 East Green Park, 96, 99 Education, 10 of Black children, 18 as solution to culture of poverty, 145–147 systems, 20, 48 Elitism in urban planning, 76–77 Enabling Environment for Participation, 160 Engagement, child interests for, 32–34 England, reconceptualising play work in, 95 English local authorities (English LAs), 86 English municipal parks, 95 Environments, 41 Ethnographic field work, 94 Ethnography, 90 Fandom, appeal of, 32–34 Feminist theorists, 72 Flexible communication methods, 32 Foodshare programmes, 14 Free expression, 125 fundamental rights of, 126 Garden(ing), 17 positioning, 10–14 Global digital technologies, 59 Green Thumbs Growing Kids, 14 Grounded theory (GT), 31 Hampton Institute, The, 19–20 Hampton Normal School, 18 Heterotopia, 94, 97, 99–100 High Council of Urban Planning and Architecture of Iran, 77 Higher education (HE), 48, 86 Holiday Activity and Food (HAF), 86 critiquing, 87–88 positioning of Play work within, 88–93 programme, 87 Homology, 108–109, 112 Hybrid spaces, 52 Identity, 4 Immigrant children, saving and civilising, 15–17 Indigenous children, 23 Indigenous people, 23 Individual agency and action, theorizing, 126 Informatics revolution, 48 Instagram, 56 Intergenerational community development of urban park critiquing HAF, 87–88 HAF Programme, 87 playwork through post-structural feminist lens, 93–94 positioning of play work within HAF, 88–93 possibilities for international contexts of urban childhood and youth, 100–101 reconceptualising play work in England, 95 Intergenerational contact zones (ICZ), 93, 99–100 Intergenerational play, 100 Intergenerational practice (IGP), 92 Intergenerational workshops, 170 International contexts of urban childhood and youth, possibilities for, 100–101 Interview and survey participant demographic characteristics, 63–64 transcripts, 50 Iran contextual barriers to children’s engagement, 70–72 data analysis, 74 findings, 74–78 literature review and theoretical framework, 69 methodology, 72 presence of children in field of urban planning, 69–70 sample population, 73 semi-structured interviews, 73–74 urban planning process in, 69 Iranian society, 72 Learning, 110 Legitimation crisis, 79 LGBTQ, 132 Manual education, 22 Marginalization concept of, 126 explaining social action through marginalization notions, 127–128 Material interests for participation in research, 34–35 Mayor’s Youth council, 166 Medical models, 30 Member of Provincial Parliament (MPP), 140 Members of Parliament (MPs), 139 Metaphoricity, 11 Minnesota Youth Council (MYC), 166 Mixed-income community, 148 Mixed-methods approach, 50 Mobility of media, 33 Model minority, 107–108 ideology, 108 stereotypes, 106, 108, 116 stereotyping, 106 Monash University Human Research Ethics Committee, 51 Multiple stimuli, 38 National scheme, 86 Nativism, 16 Nature, positioning, 10–14 Nature Deficit Disorder, 12 Neurotypical methods of communication, 42 New Labour’s Department for Children, Schools and Families (DCSF), 88 Non-citizen planning approach, 76 North American education system, 146 North Hunterdon-Voorhees Regional High School District, New Jersey, 132–133 North Kansas City High School, Missouri, 133–134 Northland Parent Association (NPA), 133 Northland PTA, 134 Office for Standards in Education (Ofsted), 88 Online chats, 56 Online learning, 54 Online literature, 37–40 Online lives during pandemic, 51 learning, 52–54 relationships, 56–57 work, 54–56 Online space, 35 Ontario’s first Poverty Reduction Strategies, 142 Open access play, 89 Organisational ethnography, 90 Organisations, 98 Pandemic, online lives during, 51–57 Participants, 56 responses, 113 Participation, 5 results of digital spaces, 37–40 Patriarchal society, 72 PEN America, 4 Perception-based data, 159 Physical exclusion, 30 Planning (see also Urban planning) process, 75 system structure, 75 Play, 35 deprivation, 89 positioning of play work within HAF, 88–93 power of, 31–32 reconceptualising play work in England, 95 Playschemes, 88 Playwork, 88–89, 91, 95 through post-structural feminist lens, 93–94 principles, 88 Political action coalition (PAC), 124 Political power, 72 Political socialization, 129 Politicization of US Education, new forms of, 123–125 Post-structural feminist lens, playwork through, 93–94 Post-structural wrestling, 90 Post-structuralist feminism, 94 Post–structuralism, 100 Poverty Reduction Strategy (2021), 140, 144, 149–150 Power, 4–5 Practical consciousness concept, 127 Practical ethics, 17 Priority neighbourhoods, 141–142 Public school students, 125 QSR NVivo, 50 Race, category slippage between discipline and, 109–113 Realizing Our Potential (2014), 146, 148 Reconceptualisation of childhood, 11 Reflexive codebook approach, 50 Relationality, 2–3 Research, 31, 54 digital, material, and child-led interests for participation in, 34–35 Royal Voluntary Service (RVS), 92 collaboration, 93 Savage, removing and assimilating, 22–25 School censorship case studies, 129 Central York School District, Pennsylvania, 129–130 explaining social action through social exclusion and Marginalization Notions, 127–128 free speech and sociological frames, 125–126 independent school district of Katy, Texas, 131 new forms of politicization of US Education, 123–125 North Hunterdon-Voorhees regional high school district, New Jersey, 132–133 North Kansas City High School, Missouri, 133–134 theorizing individual agency and action, 126 School gardens maintaining and growing white power, 17–22 movement, 3, 10, 13–14, 19 positioning children, nature, and garden, 10 removing and assimilating savage, 22–25 saving and civilising immigrant children, 15–17 saving urban childhood, 12–13 tracing discourses of urban children and, 14–15 Schooling, 112, 116 Science, technology, engineering, mathematics-bound Asian Canadian youth (STEM-bound Asian Canadian youth), 106, 112 Sectors, 48 Selective coding, 37 Semi-structured interviews, 50, 73–74 Sensory overload, 38 Smart city, 51 Social action through social exclusion and Marginalization Notions, explaining, 127–128 Social behaviour, 33, 36, 42 Social communication process, 40 Social construction and relationality, 2–3 Social constructivist models, 30 Social exclusion, explaining social action through, 127–128 Social justice, 89, 94 Social movement actors capacity, 126 fundamental rights of, 138 Social reform movements, 15, 143 Social skills, 55 Social transformation, 127 Society, 127 Socio-collaborative cognitive process, 30 Socio-political process, 68 Sociological concepts of agency and structure, 126 Sociology of education, 112 Space, 3–4 concept, 127 specialisation of city space, 60 Spatial framework to understand poverty, mobilizing, 141–145 Stem-bound Asian Canadian Youth category slippage between race and discipline, 109–113 homology, 108–109 model minority, 107–108 uneven resistance to streaming, 113–116 Stewardship, 12 Stop WOKE Act, 123 Strategies, The, 145–148 Streaming, 110, 112 uneven resistance to, 113–116 Street Games, 91 Structural barriers, 68 Student free speech 125 Students rights, 124 Technology, 33 Territorial stigmatization, 144 Text based communication, 56 Thematic analysis, 35–37 of digital spaces, 37–40 Theoretical sensitivity, 36 Transcribed verbatim, 50 UNICEF, 157 CFCI, 156 USA, 157 United Nations (UN), 1, 68 General Assembly, 156 Habitat II Conference on Human Settlement (1996), 69 Rapprator, 150 United Nations Convention on Rights of the Child (UNCRC), 68, 70, 86, 140, 156 commitment to educational equality, 88 ratification, 159 United Nations International Emergency Fund’s Child-Friendly City, 68 United States (US), 4, 158 CFCI approach in, 157–159 movements, 122 new forms of politicization of US education, 123–125 Universal conventions, 70 Urban child(hood) maintaining and growing white power, 17–22 positioning children, nature, and garden, 10 possibilities for international contexts of, 100–101 removing and assimilating savage, 22–25 saving, 12–13 saving and civilising immigrant children, 15–17 school garden movement, 13–14 tracing discourses of urban children and school gardens, 14–15 Urban children, 2 Urban experts, 73 Urban flight, 122 Urban neighborhoods, 4 Urban NGOs, 75 Urban planning, 167 approach to, 75–76 contextual barriers to children’s engagement, 70–72 data analysis, 74 elitism in, 76–77 findings, 74–78 literature review and theoretical framework, 69 methodology, 72 presence of children in field of, 69–70 process, 68–69 sample population, 73 semi-structured interviews, 73–74 structure, 75 system in Iran, 73 Urban spaces, 30–32, 35, 38 Urbanism, 1 Urbanization, 121 Video calls, 56 Von Fellenberg’s model, 22 Welsh Assembly, The, 89, 92 Western contexts, 79 White power, maintaining and growing, 17–22 Work, 54–56 Young Australians, intersections of city and digital among, 57–58 Young people, 40, 43, 54, 59, 156 participation in CFCIs, 160–162 participation in emergencies, 173 Youth, 156–157 children and, 158 citizenship, space, and belonging, 3–4 development, 160 organization of volume, 2 participation in CFCI governance, 166 possibilities for international contexts of, 100–101 power, structure. and agency, 4–5 relationships to/with urban contexts, 2–3 social construction and relationality, 2–3 Youth Action Workshops, 168 Book Chapters Prelims Children, Youth, and the City Section I: Social Construction and Relationality – Children’s and Youth’s Relationships to/with Urban Contexts Chapter 1: School Gardens and the Urban Child Chapter 2: Use of Digital Spaces for Cosplay by Autistic Youth for Social Interaction, in Lieu of Material Spaces within Urban Contexts Chapter 3: The Digital Mediation of Everyday Lives in the City: Young People Negotiating Troubled Transitions During COVID-19 Section II: Citizenship, Space, and Belonging Chapter 4: Inclusion in the Non-inclusive Community: Exploring Children's Exclusion from the Urban Planning Process in Iran Chapter 5: Spaces for Play: Intergenerational Community Development of an Urban Park in the East Midlands of England Chapter 6: Race, Educational Streaming, and Identity Formation Among Stem-bound Asian Canadian Youth Section III: Power, Structure, and Agency Chapter 7: Students Fight Back Against School Censorship Chapter 8: Cycles and Spaces of Child Poverty in Ontario Chapter 9: Benefits of the Child Friendly Cities Initiative Index

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