Louise Holt

This paper teases out how the identities of young people with mind–body–emotional differences are performed and reproduced via their social relationships primarily within school spaces. Drawing upon the concept of embodied social capital (Holt 2008), the paper explores empirically how young people's positionings within a variety of social networks (re)produces differentially valued identity positionings which can become embodied within young people's shifting senses of self.

There is a contemporary shift in the institutional context of ‘disabled’ children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational ‘inclusion’ agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of (dis)ability in future society, there are few detailed explorations of how children's everyday sociospatial practices (re)produce or transform dominant representations of (dis)ability. With this in mind, children's contextual and shifting performances of (dis)ability in two case study school playground (recreational) spaces are explored. The findings demonstrate that children with mind—body differences are variously (dis)abled, in comparison with sociospatially shifting norms of ability, which have body, learning, and emotional—social facets. The discussion therefore places an emphasis on the need to incorporate ‘intellectual’ and ‘emotional’ differences more fully into geographical studies of disability and identity. The paper has wider resonance for transformative expectations placed on colocating children with a variety of ‘axes of difference’ (such as gender, ‘race’, ethnicity, and social class) in schools.

This paper focuses on processes of studentification, and explores the link between higher education students and contemporary provincial gentrification. The paper provides two main, interconnected, contributions to advance debates on gentrification. First, the discussion appeals for wider temporal analyses of the lifecourses of gentrifiers to trace the formation and reconfiguration of the cultural and residential predilections of gentrifiers across time and space. With this in mind, it is argued that there is a need to rethink the role of students within the constraints of third-wave gentrification, and to consider how ‘student experiences’ may influence the current and future residential geographies of young gentrifiers within provincial urban locations. Drawing upon recent studies of studentification, it is asserted that this profound expression of urban change is indicative of gentrification. Second, the paper advances Clark's recent call to extend the term gentrification to embrace the wider dominant hallmarks and tendencies of urban transformations. Controversially, in light of a deepening institutionalisation of gentrification, we contend that gentrification can be most effectively employed at a revised conceptual level to act as a referent of the common outcomes of a breadth of processes of change.

This paper considers the potential contribution of secondary quantitative analyses of large scale surveys to the investigation of ‘other’ childhoods. Exploring other childhoods involves investigating the experience of young people who are unequally positioned in relation to multiple, embodied, identity locations, such as (dis)ability, ‘class’, gender, sexuality, ethnicity and race. Despite some possible advantages of utilising extensive databases, the paper outlines a number of methodological problems with existing surveys which tend to reinforce adultist and broader hierarchical social relations. It is contended that scholars of children's geographies could overcome some of these problematic aspects of secondary data sources by endeavouring to transform the research relations of large scale surveys. Such endeavours would present new theoretical, ethical and methodological complexities, which are briefly considered.

(2006). Editorial: Theorising other childhoods in a globalised World. Children's Geographies: Vol. 4, No. 2, pp. 135-142.