inscription
PORTAIL D'INFORMATION GÉOGRAPHIQUE

Enriching children, institutionalizing childhood? Geographies of play, extracurricular activities, and parenting in England

Auteur(s) et Affiliation(s)

HOLLOWAY, S.L.
Dept. of Geography, Loughborough University, Loughborough, Royaume-Uni
Dept. of Geography, Loughborough University, Loughborough, Royaume-Uni


Description :
This article it focuses on children's participation in enrichment activities, including both individual and collective extracurricular sporting, cultural, and leisure opportunities in in the English Midlands. Hortonshire. It reveals that middle-class children have much higher participation rates than their working-class counterparts. It also shows that the ability to pay for enrichment, however, means that it is incorporated into, and transforms, middle-class family life in ways not open to working-class families. It concludes that support across the class spectrum for these instrumental forms of play that institutionalize childhood in school, community, and commercial spaces leads to calls for subsidized provision for low-income children through schools.


Type de document :
Article de périodique

Source :
Annals of the Association of American Geographers, issn : 0004-5608, 2014, vol. 104, n°. 3, p. 613-627, nombre de pages : 15, Références bibliographiques : 2 p.

Date :
2014

Editeur :
Pays édition : Etats-Unis, Washington, DC, Association of American Geographers

Langue :
Anglais
Droits :
Tous droits réservés © Prodig - Bibliographie Géographique Internationale (BGI)