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Children’s food maps: using social mapping to understand school foodscapes

Earl, Lexi

Authors

Lexi Earl



Abstract

This paper discusses the use of mapping as part of an ethnographic research project exploring food experiences in primary schools. Whilst the main data collection instrument was participant observation, the project made use of a creative social mapping activity. Towards the end of fieldwork, children were asked to draw maps of the food spaces at school. This paper discusses how the creation of the maps and simultaneous conversations that took place both around the maps’ construction and in relation to questions asked revealed particular knowledges and spatial perspectives of children’s food experiences. This paper argues that the appearance of certain spaces on the maps caused me to re-evaluate my understanding of the foodscapes at school. This paper concludes by highlighting some of the challenges encountered but argues that the mapping activity provided a wealth of additional information. This paper shows the importance of including children’s perspectives when examining questions of spatiality.

Journal Article Type Article
Publication Date Oct 2, 2018
Journal Ethnography and Education
Print ISSN 1745-7823
Electronic ISSN 1745-7831
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 13
Issue 4
Pages 508-528
APA6 Citation Earl, L. (2018). Children’s food maps: using social mapping to understand school foodscapes. Ethnography and Education, 13(4), 508-528. https://doi.org/10.1080/17457823.2017.1384320
DOI https://doi.org/10.1080/17457823.2017.1384320
Keywords untered but argues that the mapping activity provided a wealth of additional information. This paper shows the importance of including children’s perspectives when examining questions of spatiality. KEYWORDS: Social mapping; ethnography; foodscapes; food
Publisher URL https://www.tandfonline.com/doi/full/10.1080/17457823.2017.1384320
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