1,671
Views
15
CrossRef citations to date
0
Altmetric
Research Article

Mapping the relational construction of people and places

, &

References

  • Archer, L., Hollingworth, S., & Halsall, A. (2007). University’s not for Me—I’m a Nike Person’: Urban, working-class young people’s negotiations ofStyle’, identity and educational engagement. Sociology, 41(2), 219–237.
  • Ball, S. J. (2003). Class strategies and the education market: The middle classes and social advantage. London, UK: Routledge.
  • Ball, S. J., & Nikita, D. P. (2014). The global middle class and school choice: A cosmopolitan sociology. Zeitschrift Für Erziehungswissenschaft, 17(3), 81–93.
  • Barker, D. (1972). Young people and their homes: Spoiling and ‘keeping close’in a South Wales town. The Sociological Review, 20(4), 569–590.
  • Belchem, J. (2006). Merseypride: Essays in Liverpool exceptionalism. Oxford: Oxford University Press.
  • Bernstein, B. (1975). Class, codes and control: Towards a theory of educational transmissions (Vol. 3). Londres: Routledge & Kegan Paul.
  • Bourdieu, P. (2013). Distinction: A social critique of the judgement of taste. London, UK: Routledge.
  • Brennan-Horley, C. (2010). Mental mapping the ‘creative city’. Journal of Maps, 6(1), 250–259.
  • Connolly, P., & Healy, J. (2004). Symbolic violence, locality and social class: The educational and career aspirations of 10-11-year-old boys in Belfast. Pedagogy, Culture and Society, 12(1), 15–33.
  • Desmond, M. (2014). Relational ethnography. Theory and Society, 43(5), 547–579.
  • Futch, V. A., & Fine, M. (2014). Mapping as a method: History and theoretical commitments. Qualitative Research in Psychology, 11(1), 42–59.
  • Gieseking, J. J. (2013). Where we go from here: The mental sketch mapping method and its analytic components. Qualitative Inquiry, 19(9), 712–724.
  • Gould, P., & White, R. (2012). Mental maps. London, UK: Routledge.
  • Halseth, G., & Doddridge, J. (2000). Children’s cognitive mapping: A potential tool for neighbourhood planning. Environment and Planning B: Planning and Design, 27(4), 565–582.
  • Hart, G. P. (2002). Disabling globalization: Places of power in post-apartheid South Africa. Univ of California Press.
  • Jacobs, J. M. (2012). Urban geographies I still thinking cities relationally. Progress in Human Geography, 36, 412–422.
  • Jung, J.-K. (2009). Computer-aided qualitative GIS: A software-level integration of qualitative research and GIS. In M. Cope, & S. Elwood, (Eds.), Qualitative GIS: A Mixed Methods Approach (pp. 115–136). London, UK: Routledge.
  • Literat, I. (2013). Participatory mapping with urban youth: The visual elicitation of socio-spatial research data. Learning, Media and Technology, 38(2), 198–216.
  • Lynch, K., & Banerjee, T. (1977). Growing up in cities: Studies of the spatial environment of adolescence in Cracow, Melbourne, Mexico City, Salta, Toluca, and Warszawa. Massachusetts: MIT press.
  • Mannay, D. (2013). ‘Keeping close and spoiling’revisited: Exploring the significance of ‘home’for family relationships and educational trajectories in a marginalised estate in urban South Wales. Gender and Education, 25(1), 91–107.
  • Massey. (2005). For space. London, UK: Sage.
  • Massey, D. (1994). Space, place and gender. Cambridge: Polity Press.
  • McFarlane, C., & Robinson, J. (2012). Introduction—experiments in comparative urbanism. Urban Geography, 33, 765–773.
  • Power, S., Edwards, T., & Wigfall, V. (2003). Education and the middle class. UK: McGraw-Hill Education.
  • Reay, D., Crozier, G., & Clayton, J. (2010). ‘Fitting in’or ‘standing out’: Working‐class students in UK higher education. British Educational Research Journal, 36(1), 107–124.
  • Reay, D., Davies, J., David, M., & Ball, S. J. (2001). Choices of degree or degrees of choice? Class,‘race’and the higher education choice process. Sociology, 35(4), 855–874.
  • Savage, M. (2015). Social class in the 21st century. UK: Penguin.
  • Teixeira, S. (2018). Qualitative geographic information systems (GIS): An untapped research approach for social work. Qualitative Social Work, 17(1), 9–23.
  • Tilly, C. (1984). Big structures, large processes, huge comparisons. New York, NY: Russell Sage Foundation.
  • Travlou, P., Owens, P. E., Thompson, C. W., & Maxwell, L. (2008). Place mapping with teenagers: Locating their territories and documenting their experience of the public realm. Children’s Geographies, 6(3), 309–326.
  • Trell, E.-M., & Van Hoven, B. (2010). Making sense of place: Exploring creative and (inter) active research methods with young people. Fennia-International Journal of Geography, 188(1), 91–104.
  • Vincent, C., & Ball, S. J. (2007). Making up’the middle-class child: Families, activities and class dispositions. Sociology, 41(6), 1061–1077.
  • Ward, K. (2010). Towards a relational comparative approach to the study of cities. Progress in Human Geography, 34(4), 471–487.
  • Ward, M. R. (2014). ‘I’m a Geek I am’: Academic achievement and the performance of a studious working-class masculinity. Gender and Education, 26(7), 709–725.
  • Ward, M. R. (2018). Educational trajectories and different displays of masculinity in post-industrial wales. Cylchgrawn Addysg Cymru/Wales Journal of Education, 20(1), 5–25.
  • Wilson, M. W. (2009). Towards a genealogy of qualitative GIS. Qualitative GIS: A Mixed Methods Approach, 156, 170.
  • Young, L., & Barrett, H. (2001). Adapting visual methods: Action research with Kampala street children. Area, 33(2), 141–152.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.