Toward an understanding of children’s perceptions of their transport geographies: (non)active school travel and visual representations of the built environment
► Children’s experiences are often absent in school travel studies. ► BEAT explores how transport-built environment interfaces with school travel. ► Photovoice is used to explore narratives of children’s transport geographies. ► Children’s transport contexts are experienced differently across travel...
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| Published in | Journal of transport geography Vol. 20; no. 1; pp. 62 - 70 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.01.2012
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0966-6923 1873-1236 |
| DOI | 10.1016/j.jtrangeo.2011.07.001 |
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| Abstract | ► Children’s experiences are often absent in school travel studies. ► BEAT explores how transport-built environment interfaces with school travel. ► Photovoice is used to explore narratives of children’s transport geographies. ► Children’s transport contexts are experienced differently across travel modes. ► AST initiatives should respond to children’s diverse transport geographies.
Environmental measures that are designed to facilitate changes in opportunities for active school transport (AST) do not often account for individuals’ interpretations of the built environment (BE) in different urban contexts. The Built Environment and Active School Transport (BEAT) project was undertaken to explore the ways in which the transport-BE interface gives rise to the use of active or non-active travel modes as the primary travel mode for school trips. We wanted to know how children experienced and understood the transport-built environment relationship. We selected four Toronto elementary school sites in areas that differed with respect to socio-economic status and built environment. We conducted photovoice interviews with 41 children, 21 who walked to/from school, and 20 who were driven. Adopting a thematic analytic approach, this paper examines the similarities and differences in the visual narratives of children’s transport geographies and discusses some of the benefits of using photovoice with children in a study of the transport-built environment relationship. |
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| AbstractList | ► Children’s experiences are often absent in school travel studies. ► BEAT explores how transport-built environment interfaces with school travel. ► Photovoice is used to explore narratives of children’s transport geographies. ► Children’s transport contexts are experienced differently across travel modes. ► AST initiatives should respond to children’s diverse transport geographies.
Environmental measures that are designed to facilitate changes in opportunities for active school transport (AST) do not often account for individuals’ interpretations of the built environment (BE) in different urban contexts. The Built Environment and Active School Transport (BEAT) project was undertaken to explore the ways in which the transport-BE interface gives rise to the use of active or non-active travel modes as the primary travel mode for school trips. We wanted to know how children experienced and understood the transport-built environment relationship. We selected four Toronto elementary school sites in areas that differed with respect to socio-economic status and built environment. We conducted photovoice interviews with 41 children, 21 who walked to/from school, and 20 who were driven. Adopting a thematic analytic approach, this paper examines the similarities and differences in the visual narratives of children’s transport geographies and discusses some of the benefits of using photovoice with children in a study of the transport-built environment relationship. Environmental measures that are designed to facilitate changes in opportunities for active school transport (AST) do not often account for individuals' interpretations of the built environment (BE) in different urban contexts. The Built Environment and Active School Transport (BEAT) project was undertaken to explore the ways in which the transport-BE interface gives rise to the use of active or non-active travel modes as the primary travel mode for school trips. We wanted to know how children experienced and understood the transport-built environment relationship. We selected four Toronto elementary school sites in areas that differed with respect to socio-economic status and built environment. We conducted photovoice interviews with 41 children, 21 who walked to/from school, and 20 who were driven. Adopting a thematic analytic approach, this paper examines the similarities and differences in the visual narratives of children's transport geographies and discusses some of the benefits of using photovoice with children in a study of the transport-built environment relationship. |
| Author | Buliung, Ron Richichi, Vanessa Moola, Fiona Fusco, Caroline Faulkner, Guy |
| Author_xml | – sequence: 1 givenname: Caroline surname: Fusco fullname: Fusco, Caroline email: c.fusco@utoronto.ca organization: Faculty of Physical Education and Health, University of Toronto, 55 Harbord Street, Toronto, ON, Canada M5S 2W6 – sequence: 2 givenname: Fiona surname: Moola fullname: Moola, Fiona email: fiona.moola@utoronto.ca organization: Faculty of Physical Education and Health, University of Toronto, 55 Harbord Street, Toronto, ON, Canada M5S 2W6 – sequence: 3 givenname: Guy surname: Faulkner fullname: Faulkner, Guy email: guy.faulkner@utoronto.ca organization: Faculty of Physical Education and Health, University of Toronto, 55 Harbord Street, Toronto, ON, Canada M5S 2W6 – sequence: 4 givenname: Ron surname: Buliung fullname: Buliung, Ron email: ron.buliung@utoronto.ca organization: Department of Geography, University of Toronto at Mississauga, 3359 Mississauga Road N, South Building, Mississauga, ON, Canada L5L 1C6 – sequence: 5 givenname: Vanessa surname: Richichi fullname: Richichi, Vanessa email: v.richichi@utoronto.ca organization: OPHEA, 1 Concorde Gate, Suite 608, Toronto, ON, Canada M3C 3N6 |
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| Keywords | Photovoice methods Visual representation Children Built environment School transport Travel mode choice |
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| Snippet | ► Children’s experiences are often absent in school travel studies. ► BEAT explores how transport-built environment interfaces with school travel. ► Photovoice... Environmental measures that are designed to facilitate changes in opportunities for active school transport (AST) do not often account for individuals'... |
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| SubjectTerms | Boundary element method Built environment Children Geography Mathematical analysis Narratives Perception Photovoice methods School transport Transport Travel mode choice Visual Visual representation |
| Title | Toward an understanding of children’s perceptions of their transport geographies: (non)active school travel and visual representations of the built environment |
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