The Sensual The Sensual Geographies of Geographies of

DifferenceDifference

Some perspectives on a Some perspectives on a sense of placesense of place

Steve RawlinsonSteve Rawlinson

Principal LecturerPrincipal LecturerNorthumbria UniversityNorthumbria University

GA Primary Geography ChampionGA Primary Geography Champion

Steve.rawlinson@northumbria.ac.uk

Aims of this sessionAims of this session

• Different people hold different Different people hold different senses of placesenses of place

• How can we engage the senses How can we engage the senses to explore an individual’s to explore an individual’s sense of place?sense of place?

• The role of perception in The role of perception in developing a sense of placedeveloping a sense of place

Aims…Aims…

• Fresh perspective on the value of Fresh perspective on the value of using the senses when exploring using the senses when exploring place with childrenplace with children

• Senses are an input – my Senses are an input – my response, your response, to that response, your response, to that input leads to difference...input leads to difference...

• Emotional senses and placeEmotional senses and place

Engaging the sensesEngaging the senses• Louv – nature deficit disorderLouv – nature deficit disorder• Tuan – nature averseTuan – nature averse• Need to offer children opportunities Need to offer children opportunities

to engage with their senses moreto engage with their senses more• KS2/KS3 curriculum demands KS2/KS3 curriculum demands

development of ‘enquiry, development of ‘enquiry, graphicacy, visual literacy and graphicacy, visual literacy and geographical communication’ – geographical communication’ – sensory activities.sensory activities.

StimuliStimuli

Different Stimuli bring out the Different Stimuli bring out the differences that people have about a differences that people have about a placeplace

• Maps/photographs - sightMaps/photographs - sight• Music - hearingMusic - hearing• Food – tasteFood – taste• Artefacts – touch/smellArtefacts – touch/smell

Lets explore some of these…Lets explore some of these…

Island mapIsland map

• Open up your mapOpen up your map• Discuss what you have put and Discuss what you have put and

where and why?where and why?• How will your senses be engaged How will your senses be engaged

on this island?on this island?• You have now developed some You have now developed some

empathy with this island and how empathy with this island and how different people view it differentlydifferent people view it differently

Island MapIsland Map

• Provides a stimulus to get children Provides a stimulus to get children talkingtalking

• Enables them to develop Enables them to develop geographical language so geographical language so

• Their sense of place can be sharedTheir sense of place can be shared

See Witt & Rawlinson (2012), See Witt & Rawlinson (2012), Primary Primary Geography 78 Geography 78

Developing the activity – with Developing the activity – with acknowledgement to Rex acknowledgement to Rex Walford...Walford...• Shipwrecked – where would you Shipwrecked – where would you

locate your settlement? Differences locate your settlement? Differences would emerge...values/attitudeswould emerge...values/attitudes

• Build island with Lego – enables Build island with Lego – enables experimentation with locationsexperimentation with locations

• Sense of touch engaged – Sense of touch engaged – kinaesthetic learners/visual literacykinaesthetic learners/visual literacy

• Map from the modelMap from the model

Interrogate the map/ Interrogate the map/ modelmodelQ you might ask:Q you might ask:• What would you What would you

see/taste/smell/touch/ hear at see/taste/smell/touch/ hear at different places?different places?

• Which sounds/tastes/smells etc are Which sounds/tastes/smells etc are natural and which are man made?natural and which are man made?

• Makes the children look at the place Makes the children look at the place through different senses...through different senses...

Further development - Further development - Desert Island discsDesert Island discsThe sense of hearing...The sense of hearing...• Think of the sound track you would take Think of the sound track you would take

to a desert island – tracks that remind to a desert island – tracks that remind you of particular placesyou of particular places

• Can you identify one for each sense?Can you identify one for each sense?• Again by sharing these you begin to see Again by sharing these you begin to see

how children have developed their how children have developed their sense of place – good way of getting to sense of place – good way of getting to know your children...transition phaseknow your children...transition phase

Further Further Developments…Developments…What would they pack to their new What would they pack to their new

home...?home...?

Make this specific by specifying the Make this specific by specifying the weather/climate they will encounter...weather/climate they will encounter...

Is the Island volcanic...? Will this Is the Island volcanic...? Will this change what they take?change what they take?

Again their senses will bring them Again their senses will bring them images etc...images etc...

And another And another development…it’s a development…it’s a MysteryMysteryChildren love mysteriesChildren love mysteries• Whose choice of soundtrack/suitcase is Whose choice of soundtrack/suitcase is

this?this?• Could have a 20 questions type of Could have a 20 questions type of

approach to see if they can discover approach to see if they can discover who chose whatwho chose what

• This technique can be further developed This technique can be further developed using the ‘what's in the box?’ approach using the ‘what's in the box?’ approach discussed laterdiscussed later

Personal Geographies and Personal Geographies and a Sense of Placea Sense of Place

‘‘A sense of place describes a A sense of place describes a particular kind of relationship particular kind of relationship between individuals and localities. between individuals and localities. For individuals different places are For individuals different places are imbued with different meanings’ imbued with different meanings’ (Matthews, 1992) (Matthews, 1992)

Massey (1991) also suggests that Massey (1991) also suggests that places have multiple identities...places have multiple identities...

Developing a Sense of Developing a Sense of PlacePlace

Relationship between individuals and a Relationship between individuals and a place – attachmentsplace – attachments

• Your Special Place? Your Special Place? • What makes it special?What makes it special?• Can you relate it to any of your senses – Can you relate it to any of your senses –

a special sight/taste/sound etc...a special sight/taste/sound etc...• What would you change? Why?What would you change? Why?• Different values/attitudes colour personal Different values/attitudes colour personal

geographiesgeographies

Activity Activity – changing – changing perceptions of place using perceptions of place using the senses…the senses…

Discuss with your partner your perception of Discuss with your partner your perception of Madison (New York)Madison (New York)

• What has influenced your view? Have you ever What has influenced your view? Have you ever been there for example?been there for example?

• How will your senses be assailed if you go How will your senses be assailed if you go there? What will you see, hear, smell etc...?there? What will you see, hear, smell etc...?

Activity cont...Activity cont...

• View the pictures? View the pictures? • Do these change your sense of Do these change your sense of

place?place?• Do they confirm your sense Do they confirm your sense

engagement?engagement?

Interrogating Interrogating photographsphotographs• How do the photographs make you feel – use a How do the photographs make you feel – use a

word list for promptword list for prompt• Provide stickers to represent emotions – red for Provide stickers to represent emotions – red for

angry, blue for sad etcangry, blue for sad etc• Put yourself in the picture – ask them to use their Put yourself in the picture – ask them to use their

senses to say how they feelsenses to say how they feel• Interview someone in the photographInterview someone in the photograph• Act out what happened in the moment after the Act out what happened in the moment after the

photo takenphoto taken

These Q encourage diversity of answers – different These Q encourage diversity of answers – different people have different views about same placepeople have different views about same place

Activity…Activity…

• Listen to the musicListen to the music• Does this change your perception? Does this change your perception?

How? In particular consider how How? In particular consider how your senses may now have your senses may now have different images different images

Walking down MadisonWalking down MadisonSenses engagement from the song...Senses engagement from the song...• Touch – ‘held out hand you pay no Touch – ‘held out hand you pay no

attention to’ – ‘bag lady frozen asleep in attention to’ – ‘bag lady frozen asleep in the park’the park’

• Taste – ‘sandwich you had’Taste – ‘sandwich you had’• Smell – squalid areas – ‘rats in the Smell – squalid areas – ‘rats in the

basement’ - ‘cardboard city’basement’ - ‘cardboard city’• Sight – ’beaming boy from Harlem with the Sight – ’beaming boy from Harlem with the

air force coat’air force coat’• Hearing – ‘never shot no one’Hearing – ‘never shot no one’

Review…Review…

• Music brings a different dimensionMusic brings a different dimension• Emotional senses e.g. Sense of Emotional senses e.g. Sense of

guilt… the differences between the guilt… the differences between the haves and the have not's...’feel haves and the have not's...’feel guilty about the coat on your back’guilty about the coat on your back’

• The sensual geography of The sensual geography of difference...difference...

Perceptions of places Perceptions of places can change...can change...

• From experience – direct and From experience – direct and indirectindirect

• From imagesFrom images• From musicFrom music

The role of the media/technology is The role of the media/technology is crucial in changing our perceptions crucial in changing our perceptions of the world todayof the world today

ReviewReview

• Different senses bring out different Different senses bring out different perceptions from different people – perceptions from different people – Tanner (2012) – different inputsTanner (2012) – different inputs

• Guide books give us previsit Guide books give us previsit perception/memories and leads to perception/memories and leads to personal post visit perceptionspersonal post visit perceptions

• Memories are powerful evocations of a Memories are powerful evocations of a place and time – enable differences to place and time – enable differences to be highlighted...be highlighted...

Developing a sense of Developing a sense of place with childrenplace with children• Opportunities to get outside the Opportunities to get outside the

classroom to develop thisclassroom to develop this• Start local – from where the children Start local – from where the children

knowknow• Structure their curiosity – asking the Structure their curiosity – asking the

right questionsright questions• Learning framework – 8 Way ThinkingLearning framework – 8 Way Thinking• Likes and dislikes – emotional Likes and dislikes – emotional

geographygeography

Emotional GeographyEmotional Geography

Tanner (2010) in Tanner (2010) in Primary Geography Primary Geography Handbook Handbook by S Scoffham (ed)by S Scoffham (ed)

Catling (2003) - children’s experience Catling (2003) - children’s experience of places is a vital part of their lives, of places is a vital part of their lives, contributing to their sense of self, contributing to their sense of self, identity and self esteem identity and self esteem

Scoffham (1998) young children are Scoffham (1998) young children are natural geographersnatural geographers

Emotionally literate geography Emotionally literate geography education enables children toeducation enables children to

• Recognise personal attachment to a placeRecognise personal attachment to a place• Acknowledge power of place to provoke Acknowledge power of place to provoke

affective responses – see Tanner (2009)affective responses – see Tanner (2009)• Express emotions about placesExpress emotions about places• Understand the feelings of others about placesUnderstand the feelings of others about places• Express/communicate responses in different Express/communicate responses in different

waysways• Understand environmental issues may arouse Understand environmental issues may arouse

strong feelingsstrong feelings• Express their own feelings appropriatelyExpress their own feelings appropriately

Using fieldwork to Using fieldwork to develop a personal sense develop a personal sense of placeof placeMartin (2006) suggests such an Martin (2006) suggests such an

approachapproach• Values diversity rather than Values diversity rather than

perceiving differences negativelyperceiving differences negatively• Leads to a rich ‘sense of our place’Leads to a rich ‘sense of our place’• Gives a positive foundation for Gives a positive foundation for

distant locality studies which views distant locality studies which views difference as a positive not a difference as a positive not a negativenegative

The fieldwork approachThe fieldwork approach

• Provides a multi-sensory approach Provides a multi-sensory approach reflecting research on learning styles and reflecting research on learning styles and multiple intelligencesmultiple intelligences

• Acknowledges ‘place attachment’ – Acknowledges ‘place attachment’ – children’s sense of identity is closely tied to children’s sense of identity is closely tied to their local area. Tanner (2009) offers their local area. Tanner (2009) offers activities to explore this.activities to explore this.

• Also gives opportunities to identify the Also gives opportunities to identify the multiple identities that places exhibit – multiple identities that places exhibit – Massey (1991)Massey (1991)

Some activities...Some activities...

• Photographs taken by the children Photographs taken by the children for a purposefor a purpose

• Journey sticksJourney sticks• Make a feelings mapMake a feelings map• Each child makes a My Place book Each child makes a My Place book

– scrapbooking – see Witt (2010)– scrapbooking – see Witt (2010)

Linking discoveringLinking discoveringNeed to enable children to use their Need to enable children to use their

senses to discover the world about senses to discover the world about themthem

8 Way Thinking provides a framework 8 Way Thinking provides a framework for looking at the worldfor looking at the world

Either Either • the real world via fieldwork the real world via fieldwork

oror• the virtual world via mediathe virtual world via media

8 Way Thinking8 Way Thinking

• Devised by Ian GilbertDevised by Ian Gilbert• Derived from Around Deeply ProjectDerived from Around Deeply Project• Multi-dimensional snapshot of the people, Multi-dimensional snapshot of the people,

places, history, sights, sounds and nature places, history, sights, sounds and nature of locations on a voyage round Britain.of locations on a voyage round Britain.

• Thinking skills project encouraging Thinking skills project encouraging participant to:participant to:

• ThinkThink• ReflectReflect• Look more closelyLook more closely

Links with:Links with:

• Gardner’s Multiple Intelligence Gardner’s Multiple Intelligence Theory (MI)Theory (MI)

• Philosophy for Children (P4C)Philosophy for Children (P4C)• De Bono’s six ‘Thinking Hats’De Bono’s six ‘Thinking Hats’• Thinking SkillsThinking Skills

8 Way thinking8 Way thinking

Combining thinking skills scaffolding, P4C practices Combining thinking skills scaffolding, P4C practices and MI theory to produce headings/focus for and MI theory to produce headings/focus for investigationinvestigation

• Logical/MathematicalLogical/Mathematical • Verbal/LinguisticVerbal/Linguistic • InterpersonalInterpersonal • IntrapersonalIntrapersonal • NaturalisticNaturalistic • Body/PhysicalBody/Physical • MusicalMusical • Visual/SpatialVisual/Spatial

Terminology simplifiedTerminology simplified

• PeoplePeople• NumbersNumbers• WordsWords• NatureNature• SoundsSounds• FeelingsFeelings• SightsSights• ActionsActions

8 way.jpg

It is a model forIt is a model for

• Asking questions across subjectsAsking questions across subjects• Arousing and harnessing curiosityArousing and harnessing curiosity• Seeing with new eyesSeeing with new eyes

For geographyFor geography• It offers a new integrated approach for It offers a new integrated approach for

thematic planningthematic planning• A different means of developing a A different means of developing a

sense of place – engages the sensessense of place – engages the senses

The technique has been The technique has been used with used with

• Secondary PGCE studentsSecondary PGCE students• Primary Undergraduate and PG Primary Undergraduate and PG

studentsstudents• Y1 Geography undergraduatesY1 Geography undergraduates• Children of various ages/key stagesChildren of various ages/key stages

astPast

OuseburnPresent

People: Children’s life, jobs people did and housing.

Numbers: How many bridges, arches and compare value of money.

Words: Geordie words, Accents in area and songs.

Nature: Wild life, pollution and food.

Sights: Types of boats, bridges and wildlife.

Actions: Tourism, air raid and recycling.

Feelings: Pictures, Victoria Tunnel and childhood.

Sounds: Industrial, transport and wildlife.

Geography

Art & Design P.E.

History

Jane’s plan

Ouseburn Field Visit

8 Way Thinking

NOW AND THEN

7. SIGHTS 1. How did the boats differ then compared to now? 2. Do we still use boats for the same purpose now as we did in the past? 3. How do the bridges differ? ART AND DT

8. ACTIONS 1. From a tourism aspect draw how the uses have changed? 2. Can you act out a scene from the tunnel during an air raid? 3. Can you think why it might be a good idea to recycle, what is recycling? ART, DRAMA AND SCIENCE

1. PEOPLE 1. What jobs did people have then and what kind of jobs do people have now? 2. What was life like for the children then (particulary during World War II) compared to now? 3. What were the houses like then, how do they differ to now? HISTORY AND GEOGRAPHY

6. FEELINGS 1. How would you feel if you had to work everyday instead of going to school? 2. How do you think you would have felt standing here during the war compared to now? 3. How would you feel if you were a worker making ships in the past compared to working here now? ICT, ART AND GEOGRAPHY

2. NUMBERS 1. How long was the tunnel then and, after construction work how long is it now? 2. How has the value of money changed? 3. Compare an old bridge (arches, building work etc) to a newer bridge? MATHS, DT AND ART

5. SOUNDS 1. Have there been any changes in sounds between now and then? 2. Are there any differences in transport sounds? Then - horse and cart, now - cars. 3. Do you think there might have been differences in the sounds from work? Then- shipbuilding/ mining, now – bars/ hotels. GEOGRAPHY

4. NATURE 1. Wildlife how has it changed, brings in extinction issues? 2. Are there any different trees now that they didn’t have in the past? 3. How did they use the land and near by resources compared to now? SCIENCE AND DT

3. WORDS 1. Geordie words they used while working in ship yards and how have they changed? 2. Dialect then and now? 3. Songs they sang then compared to now e.g. “…I shall have a fishy on the dishy I shall have a fishy when the boat comes in…” ENGLISH

Looking and Looking and experiencingexperiencing• We can look at a place in a photo but We can look at a place in a photo but

we need to go there to experience it.we need to go there to experience it.• Awe and wonderAwe and wonder• A picture of Cadair Idris has an impact – A picture of Cadair Idris has an impact –

engages visual senses engages visual senses • Taking you to Cadair engages all the Taking you to Cadair engages all the

senses and so you experience the senses and so you experience the place...the true sensual geography of place...the true sensual geography of difference?difference?

Place in a box – with Place in a box – with due respect to Howard due respect to Howard

LisleLisle

Summary activitySummary activity

Can you put your sense of place in a Can you put your sense of place in a box...and will what is in box...and will what is in youryour box box differ from someone else’s?differ from someone else’s?

Place in a box...Place in a box...

• Sensory geography can be Sensory geography can be overwhelmingoverwhelming

• Useful to summarise sense of place – Useful to summarise sense of place – put it in a boxput it in a box

• Ideally have a box of sensory materials Ideally have a box of sensory materials to engage all the senses e.g. to engage all the senses e.g. Photos/maps/food/artefacts etcPhotos/maps/food/artefacts etc

• Enables sensory exploration...Catling Enables sensory exploration...Catling (2012)(2012)

ActivityActivity – Morpeth in a – Morpeth in a boxbox• Look at the box on your tableLook at the box on your table• Can you identify the senses I Can you identify the senses I

engaged with to build up this engaged with to build up this picture of Morpeth – which picture picture of Morpeth – which picture represents which sense?represents which sense?

• There may be differences of There may be differences of opinion again!opinion again!

Review…Review…

• Each item chosen for specific Each item chosen for specific personal reason – Tanner (2012)personal reason – Tanner (2012)

• Explaining why item chosen is as Explaining why item chosen is as important as the actual item – very important as the actual item – very personal personal

• Reveals the sensual geography of Reveals the sensual geography of difference...difference...

ActivityActivity

• What images would you put in your box What images would you put in your box of your home area? Why those things?of your home area? Why those things?

• What artefacts could you bring to add to What artefacts could you bring to add to the box?the box?

• Try and involve all the senses – what is Try and involve all the senses – what is the smell of your place, what is the the smell of your place, what is the taste etc?taste etc?

• What questions would you ask about What questions would you ask about each item?each item?

Applying 8 Way Applying 8 Way Thinking to What’s in Thinking to What’s in

the Box?the Box?If we take an artefact out of box we could If we take an artefact out of box we could

ask…ask…• People – who made this, how did they People – who made this, how did they

make it, can we make it?make it, can we make it?• Numbers – is this common/rare. Why is it Numbers – is this common/rare. Why is it

rare?rare?• Sights and Words – describe this – one Sights and Words – describe this – one

draws/one describesdraws/one describes• Nature – what is it made of? Nature – what is it made of?

8 Way Thinking - 8 Way Thinking - artefact…artefact…• Sounds – what sound does it make? Sounds – what sound does it make?

What sounds were made when it was What sounds were made when it was made? Songs of workers?made? Songs of workers?

• Feelings – feelings it gives you? how Feelings – feelings it gives you? how did people feel when they made it? did people feel when they made it? Imagine they lost it – story opportunityImagine they lost it – story opportunity

• Actions – what else could this be used Actions – what else could this be used for?for?

ReviewReview - 8 way artefact - 8 way artefact• The different ways in which children react The different ways in which children react

to the objects are the keyto the objects are the key• Again we are into the geographies of Again we are into the geographies of

differencedifference

By engaging the senses we can make these By engaging the senses we can make these all the more meaningful and…all the more meaningful and…

• Explore children’s perceptions, values, Explore children’s perceptions, values, emotions etcemotions etc

• You get to know your children very You get to know your children very quickly this way.quickly this way.

ConclusionsConclusions

• Interaction enables differences to Interaction enables differences to be exploredbe explored

• The senses provide a mechanism The senses provide a mechanism for thisfor this

• Difference should be seen as a Difference should be seen as a strength not something to be strength not something to be fearedfeared

ConclusionsConclusions

• Engaging the senses enables Engaging the senses enables children’s personal geographies to children’s personal geographies to be exploredbe explored

• Makes the geography realMakes the geography real• Gives you an insight into their Gives you an insight into their

values and attitudes.values and attitudes.

Future differencesFuture differences

• Need to look to the futureNeed to look to the future• Children will see this differently – Children will see this differently –

see Dolan (2012)see Dolan (2012)• Rich source of engagement with the Rich source of engagement with the

sensual geographies of differencesensual geographies of difference• See Primary Geography Spring See Primary Geography Spring

2011 which has a focus on Futures2011 which has a focus on Futures

A final Practical A final Practical application - Transitionapplication - Transition• Overcoming the fear of difference as Overcoming the fear of difference as

children move up through schoolschildren move up through schools• Year 6 devise a sensual trail for year Year 6 devise a sensual trail for year

5 to explore their new environment5 to explore their new environment• Year 5 explore each others schools Year 5 explore each others schools

before move up – avoids before move up – avoids parochialism – they see where their parochialism – they see where their new class mates come fromnew class mates come from

TransitionTransition

• Tanner (2009) – geography of favourite Tanner (2009) – geography of favourite places – get children to share...places – get children to share...

• Engages the emotions – Tanner (2010) Engages the emotions – Tanner (2010) suggests this enables children to:suggests this enables children to:– Develop empathy for others feelings about Develop empathy for others feelings about

placesplaces– Understand the representation of different Understand the representation of different

places via different mediaplaces via different media

So please...So please...

Use the geography of difference and Use the geography of difference and sensual geographies to help sensual geographies to help

children understand that difference children understand that difference is is positivepositive!!

Questions/discussion Questions/discussion points?points?

Will you incorporate any of Will you incorporate any of these ideas in your future these ideas in your future

teaching?teaching?

ReferencesReferences8 Way thinking8 Way thinking

Gilbert, Ian 2006 www.teachingexpertise.com Gilbert, Ian 2006 www.teachingexpertise.com issue 12 summer 2006issue 12 summer 2006

www.independentthinking.co.ukwww.independentthinking.co.uk

PowerPointsPowerPoints

Living geography: 8 Ways FieldworkLiving geography: 8 Ways Fieldwork

http://www.geography.org.uk/cpdevents/http://www.geography.org.uk/cpdevents/annualconference/guildford2008/annualconference/guildford2008/

8 Way Thinking: Evolution & Evaluation8 Way Thinking: Evolution & Evaluation

http://www.geography.org.uk/cpdevents/http://www.geography.org.uk/cpdevents/annualconference/manchester2009/annualconference/manchester2009/

Ken’s war story - Ken’s war story - http://www.bbc.co.uk/history/ww2peopleswar/user/38/uhttp://www.bbc.co.uk/history/ww2peopleswar/user/38/u2711538.shtml 2711538.shtml

RefsRefsBalderstone, D (2006) Balderstone, D (2006) Secondary Geography Handbook Secondary Geography Handbook GAGA

Barlow, A & Brook, A (2010) Barlow, A & Brook, A (2010) Geography and Art: Local area workGeography and Art: Local area work Primary Geographer, 72 pp 14-15Primary Geographer, 72 pp 14-15

Catling, S. (2003) Catling, S. (2003) Geography Contested: primary geography and social Geography Contested: primary geography and social justice justice Geography, 88, 3, pp164-210Geography, 88, 3, pp164-210

Catling, S (2012) Catling, S (2012) The place of artefacts in Geography The place of artefacts in Geography Primary Primary Geography, 78, p30Geography, 78, p30

Dolan, A (2012) Dolan, A (2012) Future talk over story time Future talk over story time Primary Geography 78, pp Primary Geography 78, pp 26-2726-27

Firth, R. & Biddulph,M (2009) Firth, R. & Biddulph,M (2009) Whose life is it anyway?Whose life is it anyway? in Mitchell, D in Mitchell, D (ed) (2009) (ed) (2009) Living Geography Living Geography Chris Kington publishing Chris Kington publishing

Haynes, S (2010) Haynes, S (2010) Challenging perceptions of placeChallenging perceptions of place Primary Primary Geographer, 72 pp 16-17Geographer, 72 pp 16-17

Louv, R (2005) Louv, R (2005) Last Child in the Woods Last Child in the Woods AlgonquinAlgonquin

Martin, F (2006) Martin, F (2006) Teaching Geography in Primary Schools Teaching Geography in Primary Schools Chris KingtonChris Kington

Massey, D (1991) Massey, D (1991) A global sense of place A global sense of place in Barnes, T & Gregory, D in Barnes, T & Gregory, D (1997) (1997) Reading Human Geography: the poetics and politics of Reading Human Geography: the poetics and politics of inquiryinquiry, Arnold, Arnold

Refs...Refs...Owens, P (2008) Owens, P (2008) MyWalks; Walk on the Child Side MyWalks; Walk on the Child Side Primary Geographer Primary Geographer

67, pp 25-867, pp 25-8

Scoffham, S (1998) Scoffham, S (1998) Places, attachment & identity Places, attachment & identity in Scoffham, S (ed) in Scoffham, S (ed) Primary Sources: Research findings in Primary Geography Primary Sources: Research findings in Primary Geography GA pp.26-7GA pp.26-7

Tanner, J (2009)Tanner, J (2009) Special Places: Place attachment and children’s Special Places: Place attachment and children’s happiness happiness Primary Geographer, 68 pp 5-8Primary Geographer, 68 pp 5-8

Tanner, J (2010) Tanner, J (2010) Geography and the emotions Geography and the emotions in in Primary Geography Primary Geography HandbookHandbook, ed S Scoffham, GA, ed S Scoffham, GA

Tanner, J (2012) Tanner, J (2012) How do you see it? How do you see it? Primary Geography, 78, pp 22-23Primary Geography, 78, pp 22-23

Taylor, L (2005Taylor, L (2005) Re-presenting Geography ) Re-presenting Geography Chris Kington publishing Chris Kington publishing (Chapt 6)(Chapt 6)

Tuan, Y (2001) Tuan, Y (2001) Space and Place Space and Place Univ of Minnesota Univ of Minnesota

Walford, R (2007) Walford, R (2007) Using Games in School Geography Using Games in School Geography Chris Kington Chris Kington publishing – chapter 11, First Landfallpublishing – chapter 11, First Landfall

Witt, S (2010) Witt, S (2010) Geography and Art; Happy spaces, happy placesGeography and Art; Happy spaces, happy places Primary Primary Geographer, 72 pp 18-19Geographer, 72 pp 18-19

Witt, S & Sudbury, J (2010) Witt, S & Sudbury, J (2010) Geography and Art: A sense of place at Geography and Art: A sense of place at Bishop's Waltham Junior School Bishop's Waltham Junior School Primary Geographer, 72 pp 18-19Primary Geographer, 72 pp 18-19