People’s perceptions of places – a series of vignettes #2
Reading the graffiti
UK teacher educator, Clare Brooks, recalls taking a group of year 10 students to examine a local place. She took the students to a run down part of town that had high crime rates and was, in her opinion, in need of redevelopment. Much to the teacher’s surprise the students read the graffiti and revealed that the area was comparatively safe and that there was a strong sense of community. The dialogue between students and teachers unearthed new understandings about this place.
UK teacher educator, Clare Brooks, recalls taking a group of year 10 students to examine a local place. She took the students to a run down part of town that had high crime rates and was, in her opinion, in need of redevelopment. Much to the teacher’s surprise the students read the graffiti and revealed that the area was comparatively safe and that there was a strong sense of community. The dialogue between students and teachers unearthed new understandings about this place.
Different mental maps
The historic city of Mechelen in Belgium contains ten high schools that attract students from a large hinterland. The teenagers that visited the city centre had different perceptions of this place. The mental maps and spatial cognition of teenagers that went to school in outlying areas were largely confined the city park near the main shopping area. Those students that commuted into school had mental maps that centred on the railway and bus stations, favourite teenage ‘hangouts’. The teenagers that lived close to school were very familiar with the places that the other two groups frequented but they also frequented public places near school, the city park, several town squares, the waterfront and bridges, supermarkets, food shops and secret or hidden places (Vanderstede, 2011).
The historic city of Mechelen in Belgium contains ten high schools that attract students from a large hinterland. The teenagers that visited the city centre had different perceptions of this place. The mental maps and spatial cognition of teenagers that went to school in outlying areas were largely confined the city park near the main shopping area. Those students that commuted into school had mental maps that centred on the railway and bus stations, favourite teenage ‘hangouts’. The teenagers that lived close to school were very familiar with the places that the other two groups frequented but they also frequented public places near school, the city park, several town squares, the waterfront and bridges, supermarkets, food shops and secret or hidden places (Vanderstede, 2011).
Gendered places
Some studies from the 1980s revealed that girl’s leisure activities were much more restricted than boys. These young women were not permitted to take up motorbike riding nor hang out in the streets. They were much more likely to be supervised by their parents (Valentine, Skelton & Chambers, 1998). How might gender affect perceptions of place?
Some studies from the 1980s revealed that girl’s leisure activities were much more restricted than boys. These young women were not permitted to take up motorbike riding nor hang out in the streets. They were much more likely to be supervised by their parents (Valentine, Skelton & Chambers, 1998). How might gender affect perceptions of place?