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| Id | 632 | |
| Author | Ploner J., Jones L. | |
| Title | Learning to belong? ‘Culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017 | |
| Reference | Ploner J., Jones L.; Learning to belong? ‘Culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017 ;Childrens Geographies vol:18 issue: 3.0 page:269.0 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068125261&doi=10.1080%2f14733285.2019.1634245&partnerID=40&md5=6127e8e11af8eef1c0575efbb5264afd |
| Abstract | Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. |
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| For example, the large-scale public art installations mentioned earlier, were frequently referred to as places to meet or hang out, as well as attractive sites to be photographed and shared on social media. . | Building on the above findings, our study highlights the need to recognise schools as pivotal sites for young people where they are not only enabled to use the culture their city has to offer, but see themselves playing a vital part in the citys cultural production. . | (girl, AS) I think culture is what represents your country and your city, the place you live in and it is about fun and bringing people together. . | A variety of cultural events were specifically designed for children, and a Learning and Participation team was formed to implement an ambitious educational programme at schools across the city. . | Embedded in a wide-ranging cultural engagement programme facilitated through schools, community organisations, cultural institutions, and volunteering schemes, it was anticipated that place making would particularly resonate with children and young people and help to instil confidence and sense of belonging among these age groups. . | According to the DCMS (2009, n.p.), the main aims of the City of Culture programme are to encourage the use of culture and creativity as a catalyst for change, to promote the development of new partnerships, encourage ambition, innovation and inspiration in cultural and creative activity, and to align the cultural excellence of national arts organisations to support the year with cultural highlights that will attract media attention, encourage national tourism and change perceptions. . | Similar to the younger children, teenagers referred to local history and heritage as important manifestations of culture and place, and something to be proud of. . | Likewise, it was frequently linked to ideas about personal agency, liberty and freedom of expression which is, among others, expressed by personal acts of creation. . |
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