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Children's Geographies Volume 16, 2018 - Issue 5: Young children's museum geographies: spatial, material and bodily ways of knowing
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Articles

Vibrancy, repetition and movement: posthuman theories for reconceptualising young children in museums

Christina MacRaeFaculty of Education, Education and Social Research Institute, Manchester Metropolitan University, Manchester, UKCorrespondence[email protected]
,
Abigail HackettFaculty of Education, Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK
,
Rachel HolmesFaculty of Education, Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK
&
Liz JonesThe Education University of Hong Kong, Ting Kok, Hong Kong
Pages 503-515 | Received 30 May 2017, Accepted 24 Oct 2017, Published online: 30 Nov 2017

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Clare Murray. (2023) From maps to spatial stories: a case study to understand children’s (re-)productions of art museum space. Children's Geographies 0:0, pages 1-17.
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Riikka Hohti, David Rousell, Maggie MacLure & Hannah-Lee Chalk. (2023) Atmospheres of the Anthropocene. Sensing and rerouting dis/inheritances in a university museum with young people. Children's Geographies 21:1, pages 123-136.
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Ida Hammen. (2022) Reconfiguring child–adult relationships in foster care with implications for childhood studies. Children's Geographies 20:3, pages 338-348.
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Nicola Wallis & Kate Noble. (2022) Leave only footprints: how children communicate a sense of ownership and belonging in an art gallery. European Early Childhood Education Research Journal 30:3, pages 344-359.
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Amélie Lemieux. (2021) What does making produce? Posthuman insights into documenting relationalities in maker education for teachers. Professional Development in Education 47:2-3, pages 493-509.
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Susana Cortés-Morales. (2021) Bracelets around their wrists, bracelets around their worlds: materialities and mobilities in (researching) young children's lives. Children's Geographies 19:3, pages 364-376.
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Jennifer Charteris, Adele Nye & Marguerite Jones. (2020) Deleuzian ‘interference’ and emergent listening in intern teacher assemblages: singing in the (ref)rain. International Journal of Qualitative Studies in Education 33:10, pages 1077-1088.
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Tyler McCreary & Ann Marie F. Murnaghan. (2019) The educational work of a National Museum: creating knowledgeable young citizens in Ottawa, Canada. Children's Geographies 17:6, pages 635-648.
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Sheila Degotardi, Kelly Johnston, Helen Little, Yeshe Colliver & Fay Hadley. (2019) “This is a Learning Opportunity”: How Parent–Child Interactions and Exhibit Design Foster the Museum Learning of Prior-to-School Aged Children. Visitor Studies 22:2, pages 171-191.
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Molly L. Kelton, Jasmine Y. Ma, Cierra Rawlings, Bohdan Rhodehamel, Patti Saraniero & Ricardo Nemirovsky. (2018) Family meshworks: children’s geographies and collective ambulatory sense-making in an immersive mathematics exhibition. Children's Geographies 16:5, pages 543-557.
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