About Alison

Alison Stenning is a social and economic geographer based at Newcastle University. She is interested in the place of relationships in everyday life.

Teaching and Learning Emotional Geographies

Following a successful and engaging session at the RGS-IBG conference earlier this year on Teaching and Learning Emotional Geographies (http://conference.rgs.org/AC2019/303), we are putting together a proposal for a special issue of Journal of Geography in Higher Education (https://www.tandfonline.com/toc/cjgh20/current).

We are looking for a few more papers for the proposal, focused on similar themes to those explored during the conference session, including:

  • Emotional geographies as a specialised module/course
  • Embedding emotions in the wider geographical curriculum
  • Ways to engage with emotions in teaching and learning and innovative teaching practices
  • Teaching emotional geographies through relationships and (self-)reflexivity
  • Ethics of teaching emotional geographies
  • Supervision of student projects on emotional geographies

We already have proposed papers exploring these issues in a range of undergraduate/postgraduate and UK/international contexts, and would welcome contributions that would add to this diversity of experience.

If our proposal is successful, the papers should be 5,000-6,000 words in length and we will be looking for contributions to be submitted around the middle of 2020, although this can be negotiated.

For now, if you are interested in contributing to the proposed special issue, please send your title, abstract (max 250 words), name, affiliation and email contact to Matej Blazek (matej.blazek@ncl.ac.uk) and Alison Stenning (alison.stenning@ncl.ac.uk) by Wednesday December 11th 2019.

Play’s the Thing, or why is play getting so much attention at the moment?

I know you always spot more of something when it’s on your mind (and I spend way too much time on “play” Twitter; indeed this post started with an idea for a tweet), but I have been struck in recent months and weeks by quite how much attention play is getting at the moment. From education, to government, the arts, health, and the environment, amongst many others, play and its potentials are being increasingly written about, promoted, and celebrated. Almost every day – and certainly every week – I see events and publications and interventions that explore or engage with play.

In no particular order (as Strictly might say), later this week the Wellcome Foundation launches a major exhibition on play and why its important for us, and Michael Rosen has published his Book of Play to sit alongside the exhibition, urging us all, children and adults, to make more time for play, of all sorts, in our lives, not least because “play seems to develop the qualities that we desperately need now”. Just last week, Rob Hopkins, founder of the Transition movement, released his new book, From What Is to What If and dedicated the first chapter to play, asking “What if we took play seriously?” and exploring play’s potential to open up creative futures for us and our planet. For Hopkins, “Whatever work we do to engage people in making change can be deepened and expanded if it has play at its heart. We need to play at living in the kind of world we want to create.” Play’s apparent potential to inject new ideas and energy into so many contemporary debates feeds into the promotion of play in all sorts of public debates. Speakers all over the country from diverse backgrounds – education and early years, therapy, the arts – appear at events to, amongst other things, encourage “play and games in adulthood” or to reclaim “play and creativity to enhance resilience“.

Alongside these more popular perspectives, a new academic journal has been launched dedicated to play in adulthood, and a forthcoming special issue focuses on the idea of the playful academic, exploring “playful attitudes, approaches and activities in learning, teaching and research”. This echoes increasingly common calls for the university to become more playful, indeed for universities to become playgrounds. As just one example of institutions promoting the academic study of play – often using playful methodologies – Cambridge University and the LEGO Foundation are advertising PhD studentships on the role of play in children’s education, development and learning, working with the much-feted LEGO Professor of Play, Paul Ramchandani, and his colleagues. This partnership is part of the LEGO Foundation’s wider commitment “to re-defining play and re-imagining learning to ensure children develop the skills needed to navigate an uncertain and complex world“. LEGO’s work in this sphere is part of the Real Play Coalition, an unlikely alliance, launched in 2018, of LEGO, Ikea, National Geographic and Unilever, “to create a movement that prioritises the importance of play as not something that only lets children be children, but as something that sparks the fire for a child’s development and learning”. Elsewhere, the ever-growing popularity of Lego Serious Play in both the corporate and academic worlds means that rarely a day goes by without a conference call with a LEGO session or social media images of children and adults using LEGO to explore and answer many of the tricky questions of the day.

In more concrete forms, the right to play where we live – whether that’s on segregated housing estates or on busy and polluted residential streets – has been the focus of campaigns of growing intensity in recent months, with support increasingly coming from government offices. The Department for Transport recently encouraged all local authorities to put in place policies for street play, while the Greater London Authority banned segregated play in future housing developments. In schools, campaigns to halt the reduction of break times have highlighted the loss of opportunities to play, and therefore, amongst other things, to exercise and build friendships. Playful interventions in public space, for children and adults, also seem to have blossomed in the last year or so – though I know many have been working tirelessly on these kinds of events for years and years – injecting a very visible and challenging playfulness into our cities and towns. And architects and urban planners are finding ways to create space for play in more permanent ways too, for example in the Stirling Prize-winning Goldsmith Street in Norwich which included in its design alleyways and green spaces for children’s play.

What many of these projects and events have in common – and there are many more examples I could have drawn on – is the idea that play has been driven out of our lives and out of the everyday spaces of our lives – homes, streets, schools, workplaces, and so on. They are not always clear – or in agreement about – what has caused play to be so undermined, but many highlight the role of technology, the metricisation of education, and the speed up and increasing precarity of worklife. And all are clear – and vocal – about what this loss means. The erosion of play in our everyday lives diminishes our potential for health and happiness, for creativity, for relationships, for imagining possible futures.

For some of these initiatives, personalities and perspectives, play promotes a radical reclaiming of space and time in the our increasingly corporatised, privatised, regulated, divided everyday lives. It suggests an alternative motivation to profit and power. Play can subvert the narrow logics of 21st century life, and it needs to be reclaimed for these reasons.

I agree with this view – the radical potential of play is enormous. But – and it’s a big but – there is also the potential for play to tamed and instrumentalised, for the rhetoric of play to become the new ‘creativity‘, legitimating austerity and colonising the spaces of our lives that need to be free, open – playful – and not drawn in to a logic of learning, development and ‘ideas’. We must remember that this same period has seen a rapid and dramatic destruction of spaces for play, as a direct result of austerity, and that this has happened against a background of decades of loss in the play and playwork sector.

There is much to be celebrated in all the attention play is attracting, but we need to be careful, and sceptical, too. The radical potential of play must be protected not tamed (and there are some, such as Gordon Sturrock and Matthias Poulsen, amongst many others, who have made this case much more consistently and convincingly than me).

Potential space and playing out: Exploring play, neighbours and streets

As I suggested in my previous post, I was waiting on a decision from a Leverhulme Trust Research Fellowship application; this was successful and I am now working on this project.

Updates will be posted from time to time, reflecting on reading, thinking and planning over the next few months and on fieldwork through 2020.

Playing Out, Relationships and Loneliness: Making Connections?

The recent debates about loneliness and, in particular, the launch of the government’s strategy to tackle loneliness have really animated me in recent weeks and months. More and more reports which explore the experience of loneliness for groups across society, including children and young people, are heartbreaking and angry-making in equal measure. With Sarah Hall, I have argued strongly for a much more political perspective on loneliness, which takes account of austerity and the uneven impacts and burdens of loneliness, but more substantively, I’m also trying to reflect on, understand and explore alternatives to some of the social shifts that have brought us to this place.

Others are better placed and have much more expertise to theorise loneliness. My focus is on thinking about how playing out – an international movement promoting temporary residential road closures to enable children to play and neighbours to meet, involving over 800 streets in nearly 80 UK local authorities – might create the space and atmosphere for connection and present a radical challenge to the erosion of social infrastructures and community spaces, broadly defined.

Academic literatures demonstrate that play itself and spending time outdoors are critical for the formation of a sense of belonging and for relationships to wider communities (Lester and Russell 2010, Gill 2007; Prisk and Cusworth 2018); and streets have long been identified as potential spaces of encounter (Hubbard and Lyon 2018). Recent research by Playing Out (2017) suggested that these benefits are evident on streets that play out. 91% of participants knew more people on their street as a result of playing out, and 84% felt they belonged more in their neighbourhood. In pilot research carried out with streets that play out in North Tyneside, particular forms of sociability that enabled emotional, social, and material flows between neighbours and facilitated a positive reinvigoration of relationships on streets were regularly identified (Stenning 2018).

Although the government’s strategy argues that “loneliness doesn’t discriminate”, there is considerable evidence (DDCMS 2018; What Works 2018) that particular populations are more at risk, such as those with disabilities, special needs, or poor physical or mental health (and their families), new parents, carers, and those who have recently moved home (especially if in the context of bereavement or separation). There is also considerable evidence of loneliness amongst children and young people (Action for Children 2017). These are also groups that have been particularly hard-hit by cuts to benefits and to statutory services, for whom access to spaces to meet and find support are likely to have diminished in the context of austerity (Stenning and Hall 2018). Yet, these are also groups which are likely to be well-represented on streets where neighbours play out.

My research around these themes is focused on two deeply interconnected projects.

The first, developed collaboratively with Playing Out, is centred on the desire to build an evidence base around playing out and loneliness and identify strategies to develop playing out in particular ways that might alleviate loneliness. This is funded by Newcastle University’s Social Justice Fund and will be based on pilot research in Bristol in the first half of 2019.

The second is a broader – as yet unfunded – project which asks how playing out shapes residents’ attachments, material and emotional, to their streets and the people on them and how play has the potential to challenge the erosion of relationships in everyday places. It is rooted in an idea of potential space, developed from the work of Donald Winnicott and defined as “an inviting and safe interpersonal field in which one can be spontaneously playful while at the same time connected to others” (Casement, 1985, 162). This part of the research seeks to think about how playing out might connect not only to the reported rise in loneliness, but also to longer-standing debates about austerity and neoliberalism and their impacts on communities and relationships. Through this, it connects to ideas about the loss of shared spaces of intergenerational encounter and community and of social infrastructures (Klinenberg 2018) and about a continuing decline in the quality of relationships in our everyday lives (Rustin 2013), including with our neighbours (The Young Foundation 2010).

Play on streets is about making connections, in all sorts of material and emotional ways, but it also offers me an opportunity to think about and make connections between lots of different literatures and ideas that excite me.

Feeling the squeeze: Towards a psychosocial geography of austerity in low-to-middle income families

The first actually-published paper from the research in Cullercoats that initiated this blog is now available online in Geoforum. Some of the ideas were developed in my short Discover Society article, and more are forthcoming when this presentation gets properly written up, hopefully within the next few months.

If you can’t access it through the paywall, drop me an email and I can send a copy.

Potential Space? Play, Parents and Streets – A Blog of a Preliminary Paper

[Disclaimer: This is a very early take on my ongoing research.  I haven’t yet had a chance to work in detail with the interview transcripts or fully analyse the questionnaires – this post is based on my immediate reflections on the research as it progressed and as I began to identify themes and ideas. It is based on a paper presented at the RGS-IBG Annual Conference in Cardiff in August 2018.]

Introduction

The “playing out” movement started around 2009 in Bristol, created by two mothers, Alice and Amy, on their street, in the hope that their children might have some of the same opportunities to play out, on their doorsteps, as Alice and Amy did. By July 2018, over 800 streets had started playing out regularly, across 77 UK local authority areas, including Hackney, Brighton, Leeds, Hull, Edinburgh, and North Tyneside, and the movement had also spread to towns and cities in Australia, the US, Spain, Romania, Germany and more. The playing out model rests on short, regular, licensed and stewarded road closures, giving children the chance to play safely near home and giving neighbours the chance to meet right on their streets.

The rise of “playing out”, as a movement, reflects the documented decline in autonomous street play, as the risks (Gill 2007) of cars, strangers and pollution, in particular, and growing pressures on children’s and parents’ free time (Holloway and Pimlott-Wilson 2014, 2018) seem to have reduced parents’ inclination to allow or enable their children to play out on their streets. Within a generation or two, the possibility for children to play out freely and safely has all but disappeared in many parts of the country (though this appears to be a pattern refracted by class and by built environment, in different ways).

There has already been a considerable amount of research about the renewed playing out phenomenon, documenting the benefits for children’s levels of physical activity and health, for their friendships, for the very local environment, and for the sense of community and belonging on the streets involved. The project on which this blog post reports picks up on this final aspect in particular and shifts the focus slightly away from children and their geographies to think about adult participants too, to ask how regular playing out sessions change the nature of everyday relationships on the streets involved.

The Research Context

At the heart of this project is an idea of everyday relationships. Borrowing ideas from the British object relations school, I use a conceptualisation of relationships, with intimate and imagined others, as the environment within which we find ways of going on being. As Gomez (1997, 2) argues: “the need for relationship is primary”. In this conception, it is the relationships around us that contain and facilitate us, help us to go on being. This is an idea developed, within geography, by Steve Pile (1996, 12) who explores the building of ‘secure personal geographies’, such that a “sense of a solid, shared world and stable sense of ourselves within that world leads to psychic and physical survival”. These ideas are developed here alongside a considerable literature which highlights and explores the key connection between children, play and streets and their everyday relationships. The articulation between community and play has been the focus of series of reports by Play England in the context of their annual Play Day events, and this has been explored more and more through debates around the child- or family-friendly cities. Rather than review the literature as a whole, there are a number of ideas to draw out here:

Firstly, it is argued that there is a symbiotic relationship between play and our recognition of and participation in our everyday spaces and environments – our own streets are at the heart of our explorations of and relationships with the world and the ability to play in them is critical to our sense of belonging to and learning within them. Stuart Lester and Wendy Russell state clearly that “play is the principal way in which children participate within their own communities” (Lester and Russell, 2010, x) and Tim Gill, in a quote cited regularly in support of street play, insists that “the street is the starting point for all journeys.”

Secondly, as Bornat (2016, 115) argues, children’s presence in the street and other community spaces is seen as a generator of social space: children’s everyday play can animate streets as they occupy pavements, gardens and driveways, and move between each other’s homes. Children playing out can draw adults out, as they watch, talk to, and care for their children. Where children play, adults meet. As Sam Williams argues, in the context of child-friendly cities, there is “enormous potential for child-centred activities such as play streets to bring people and places together” (Williams, 2017). Krista Cowman’s historical work draws attention to the key role of streets as ”social and play spaces in urban environments” (2017, 234), such that “mothers … saw play street orders as the best means to preserve them as a safe social space for themselves and their children” (251, emphasis added)

Thirdly, play itself has been identified as a catalyst for community such that the space, freedom, intergenerationality and looseness of play have the potential to create the space for connection (Play England 2015); as Play Wales (2015) suggest in a review of mental health and play, play can be seen, amongst other things, as ‘connection’ and ‘taking notice’.

Lastly, there is a need to think about and tease out the importance of children and of play – are they independent catalysts of relationships – i.e. is the presence of children enough, or is play essential too? In the context of street play, is it the children or the play that has the potential to generate ‘community’?

The Research

This post is based on a small-scale, qualitative, (auto)ethnographic and participatory project, developed with the existing North Tyneside street play organisers. It integrates data from a preliminary questionnaires, with both local and national participants, interviews with seven street activators in North Tyneside, running my own street play sessions, engaging in participant observation in others, and being involved in PlayMeetStreet North Tyneside, a voluntary group promoting and developing street play in the borough. As I mentioned above, this is very much an early take on the material reflecting really preliminary analyses – I haven’t yet had a chance to work in detail with the interview transcripts or fully analyse the questionnaires – this post is based on my immediate reflections on the research as it progressed and as I began to identify themes and ideas

Donald Winnicott and Potential Space

In thinking about all of these questions, I’m working with the ideas of Donald Winnicott, a paediatrician and psychoanalyst who was profoundly engaged in ideas about space, play and everyday relationships. Potential space is defined as:

“an inviting and safe interpersonal field in which one can be spontaneously playful while at the same time connected to others” (Casement, 1985, 162).

It is a liminal space, between (or perhaps across) an individual and their environment, located between or across the internal and external such that, for example, whilst at the theatre, we find ourselves simultaneously in the physical space of the theatre, in the imaginative space of the play, and in the internal, emotional space of our minds. Potential space is, of course, a space full of potential, where new relationships with ourselves and with others can be created. It is an area of experiencing, living, culture, creating – and, importantly, of relating and playing. To reiterate the quote above, it is a space in which we are “spontaneously playful while at the same time connected to others”, and in this we can identify an innate connection between play and relationships in potential space. The importance of play is founded on the presence of others who can receive, respond to, facilitate, witness, join in, celebrate, remember and enjoy the play and creativity, and playfulness creates an openness to new object relationships. Winnicott saw an innate connection between play and relationships, through the idea of potential space, which he saw as a space between people – children and adults – that is playful, safe, trustful, and creative. He believed play to be vital for those of all ages, seeing adult play – in art, creativity, humour, conversation – as equally important as children’s play in creating a liveable life.

I’m now going to shift to explore some of the key themes I’m beginning to identify in my research, organised around the idea of ‘hanging out’, of ’knowing your neighbours’ and of ‘crossing boundaries’.

Hanging Out

The idea and experience of hanging out is something which has garnered considerable attention from geographers of young people (see, amongst others, Fotel 2009; Pyyry and Tani 2017; Tani 2015Tani 2016). In these literatures, hanging out is seen as a collective practice of appropriating streets, the creation of a liminal space for socialization with peers. The spaces of hanging out are theorised as “loose spaces” (Tani 2015) which enable those hanging out to deepen relationships with the city and “rework the atmosphere of the city” (Pyyry and Tani, 2017, 5) through deeply affectual “moments of joyous togetherness” (Pyyry and Tani, 2017, 5). Yet, these are also often spaces and practices which are theorised as the rejection of adult supervision and an escape from the adult world, which challenges the possibility of adult hanging out.

During a street play session, all that is expected of parents (or other adults) is that they are present on the street. The ‘playing out’ model assumes that parents are always present and responsible for their own children. Parents may play, with their children or own their own, but part of the ethos of street play is for autonomous child-led play, such that parents often stand back, at the side, letting the children get on with playing.

So adults hang out together, perching on walls, bringing out garden chairs, or sitting on curbs. Often they cluster around one house (often that of the organiser), where there may be drinks and snacks.

Parents are brought together, they’re present together, sharing a collective, familiar, public space, in a way that is legitimised by the presence of children, and in a space that is open, loose – and, of course, playful. As Cathy, who has been running sessions on her street for more than five years, explained when describing what a street play session feels like the sense of space is key:

“Oh, it feels lovely, it feels wide, I mean that’s the first thing we all noticed the first time we did it, was how wide the street was … it’s quite a big space, normally it feels quite cramped and restrictive and dangerous. So, yeah, I think the feeling of space was the first thing.”

But parents also experience a different sense of time, a change of rhythm, a slowing down, in contrast to the routines of their everyday lives. Annie, for example, celebrated the slowed time of playing out sessions, where people can sit and chat and hang out, in contrast to the more ordinary experience:

“people are so busy, people don’t really have time for conversations, when you’re dashing to work and to school and things”

These were also spaces of play for adults too – playing with children, but playing with each other as well – scooter races, water fights, skipping, football, chalking, all of which appeared to allow for a different, looser kind of sociability than ordinary, highlighting the relationship between play and potential, play and others, and play and relationships.

As I’ve suggested, the presence of children seemed also to be key – adults were out because children were out and hanging out seemed to become problematic without children. Jenny illustrated this dilemma as she discussed how, towards the end of a street play session, she realised that her kids were no longer playing out (they’d gone to a neighbour’s) and suddenly she felt uncomfortable, being on the street, hanging out, without good reason.

Much of this resonates with Krista Cowman’s account of mid-20th century street play in which “children’s outdoor play facilitated women’s sociability and encouraged their use of the street” (p.236), enacted by women sitting on low walls, watching children play, and taking a break. In Cowman’s work and in the evidence presented here there are three key ideas: adults’ use of space; their use of time; and the presence of children.

Knowing your Neighbours

Here we turn to the question of what happens in these loose spaces of hanging out: what do the practices of hanging out do and what do they enable in the context of street play? It appears, following Tani and Pyyry (2017), that they reshape the spaces and atmospheres of the street, producing a particular kind of relationship between neighbours. In many cases, what is produced and remarked upon in questionnaire responses (see below) is a low-level notion of ‘knowing’ and ‘being known’, which appears to describe a level of recognition and familiarity of other faces on the street, between adults, between children, and between children and adults.

All sort of events, practices, moments emerge out of this knowing, but I want to focus in particular on the sense of safety experienced in this recognition. Respondents felt that they could address each other for help, of all kinds, and that their kids too would know neighbouring adults who they could approach for help. In interview, this was especially strong for those whose partners worked long hours or away, through a sense that they were known, seen, recognised on the street, and in this sense looked after, or contained. Annie explained:

“I like to know that if anybody needed, you know, help, you can go and call on anybody, my husband works long hours, I like to know that, you know, if we had some sort of emergency, I might just run down or across the street, give them a call”

In the immediate reports of change, then, a very particular kind of relationship dominated, but there were also many instances “when good neighbours become good friends” to quote a 1980s TV series. Relationships deepened, became more multi-stranded, and there was considerable socialising – between adults and children – outwith street play sessions, in homes, at the pub etc.. This step – the development of friendships – depended on and reflected much more personal connections, and was both enriching and excluding.

Crossing Boundaries

In the step between ‘knowing’ and ‘befriending’ boundaries, physical, social and emotional, became clear and flagged questions of what happens to those who aren’t included or don’t want to be? We see boundaries emerging in the delineation of friends and neighbours, but we can also see boundaries blurring and being crossed in the spaces of street play.

In a sense, we can characterise the street in this context as a micro-public space, following Amin (2002) – the street is a public space, it is not necessarily an intimate space, but it is at the same time a familiar space, an in-between, third space – between the internal and external, as Winnicott might have put it. The particular context of street play seems to make these boundaries more fluid, as there is license to move between the street and neighbours’ homes. Street play seemed to extend the publicness of the street to neighbours’ homes, to remove the barriers of invitation, but also seemed to domesticate the street by extending the atmosphere of the living room out. Living Streets (2009) describes our streets as “our extended front rooms” – street play extends our front rooms to the street and the street to our homes and gardens.

Amongst other transformations, interviewees reported:

  • A noticeable opening up even in the act of doorknocking to arrange the first session – for many, this was the first time they’d walked up the paths, knocked on the doors, of all but their most proximate neighbours, the necessity to consult immediatey appeared to create the potential for new connections;
  • Going to see neighbours extensions, gardens, renovations during street play sessions, when they had never been into each other’s houses before, and explored the resonances, the familiarity of visiting homes that were just like theirs, on terraced streets or twentieth-century semis – as Annie noted, “we have the houses in common”;
  • Children moving between the street and homes or back gardens with thresholds being loosely policed – several adults reported popping in for something only to find half a dozen children playing inside, such that activities of street play for adults and children took place across and in between homes and the street;
  • All of this activity during street play sessions extended beyond the session itself and resulted in more socialising between adult neighbours in their homes and more playdates between neighbouring children;
  • And things and favours crossed thresholds too – there was more lending, borrowing, babysitting, and house/pet/plant-checking after streets had started playing out.

There are two important provisos to all this. Firstly, the fluidity reflected the physical layout of the street and the microgeography of the playing out session – certain houses and certain families, located around a key point on the street (often the middle of the street or the organiser’s home), were more likely to flow and be the sites of flow; those who lived further away could be both protected and excluded from these boundary crossings. Secondly, the boundaries were policed: respondents noted that there were limits to how many people (children or adults) they would want crossing their thresholds and to whom – less known neighbours, more unruly children, adults with whom you didn’t click might be excluded, deliberately or accidentally.

Imagined Futures

As the discussion of crossing boundaries suggests, the effects of street play extend beyond the three-hour sessions. These can be seen not only in the extended relationships, but also through tangible and intangible affective and material transformations in the street, and in the imagination of new futures for the street.

One of the most resonant aspects of this is chalk – almost every street chalks with abandon during the sessions – we give out chalk with our playing out kits – and this can last for days or weeks after the session, depending on the weather, a reminder of the street being transformed, different, something else. And, symbolically perhaps, this can persist even longer – this for example is the Google Street View image of my street – with post-street play chalk markings recorded with semi-permanence.

Other transformations are created in the street too, beyond the closure itself, including Facebook and WhatsApp groups bring neighbours together to share knowledge, concerns, favours, offers, recommendations, news, events, celebrations – and anticipations of the next session, and forms of everyday sociability – waving, saying hello, chatting, planning, banter and jokes – as neighbours walk to school, go in and out of houses, jostle for parking spaces, garden, and walk their dogs.

These develop and translate into imagined and potential futures as the possibilities of street play are felt. In interview, Annie deliberated on her family’s future housing needs, reflecting on their conversations about the value of the relationships they’ve built since they started playing out, and concluding that they envisage a future of staying and extending rather than moving:

“So we’ve been in this huge dilemma of, do we stay or do we move, do we extend, do we just buy a house and get a bigger bedroom, err bigger, more bedrooms and things but, errm, it’s the neighbours and it’s the area and you just think well actually it’s so important, erm, so we’ll look at some point we’ll probably end up doing an extension so we can stay and so we can be here…”

Others have started to discuss collective, street futures as playing out makes a space for new possibilities, for a more fundamental reclaiming of the street. On one street during a street play session, the adults turned the conversation to the possibility of closing the street permanently to cars, or implementing a partial or temporary narrowing of the street, shifting the balance further away from cars. Reflecting this, on another street a child – without adult prompting – chalked No Cars on the closed road.Playing Out itself proclaims “a vision of streets as vibrant, playable spaces” and plans for its own obsolescence: “ultimately, our aim is for playing out to be a normal everyday activity for all children, wherever they live, rather than an organised, supervised event”.

Potential Space? Play, Parents and Streets

This paper seeks to use Winnicott’s notion of potential space and its tying together of play and relationships to explore what happens – or what might happen – when streets play out. The decision and desire to create a space for children to play on the streets appears to legitimate the creation of a space on the street that differs from the everyday and permits the presence of adults as well as children on the street. In this context, the centrality of play creates an atmosphere of space, looseness, and informality, and a different kind of rhythm or pace, which enables both children and adults to have fun, and to have fun with others.

The looseness appears to facilitate a new kind of sociability, a new kind of contact and engagement which rests on a sharing, a being together, a recognition and familiarity and creates the potential for material, embodied and affective flows across thresholds, animating the space of the street and nature and density of everyday relationships on the street.

What is more, building on common understandings of play being the means through which children and young people get to know, to connect to and to deepen their relationships with their immediate environments, I also want to argue that street play enables adults to connect to their streets too, to become more attached to their streets, to know their streets better and, thus, to experience their streets as spaces which have the potential to hold and contain them.

In this sense, street play can be seen as a radical act, full of potential, which can reshape affective atmospheres and spaces of the street

But it not without its challenges and limitations – and I just want to touch here on an important issue – a great deal of what I have discussed here is classed and gendered, at the very least. Playing out might be seen as middle class phenomenon, reflecting the different modalities of autonomous street play in neighbourhoods with different class profiles – it is not quite as simple as this (see, for example, this report on playing out in disadvantaged areas and this from Playing Out on street play on estates), but thinking through questions of class is an important part of my ongoing analysis. And secondly, much of the energy and labour invested in playing out is women’s – of 22 streets in North Tyneside that have played out over the last three years, just two street organisers are men; and, of course, Playing Out was founded by two mothers, Alice and Amy. Men and women appear to take on different roles during sessions, and are differentially engaged in what extends from the sessions into the everyday life of the street, so this is not to say that men aren’t involved nor that street play is not transformative for them, but again, a gendered analysis will be critical.

Notwithstanding these caveats, I argue that planning and doing playing out sessions reshapes everyday relationships on streets, creating the potential for new forms of sociability, care, connection, and fun, which in turn transform the space of the street to one of potential and possibility.

Potential Space? Play, Parents and Streets

At this week’s Child in the City international seminar, I was paying particular attention to thinking about the links between play, space and community in the city, in the context of my developing research on street play and everyday relationships (see also an earlier blog post here). At various points, ideas that connected to the street as a place for play and for relationships emerged and I want to try to pull some of those together here.

Firstly, for children, as Adrian Voce made clear in his introduction, building on the work of Stuart Lester and Wendy Russell, play is seen to be a critical space through which they get to know, engage with and become attached to the spaces and relationships of their everyday lives, as they play with the environmental affordances (such as playgrounds and open spaces, but also kerbs, car parks, walls, and so on), and move between their homes and those of their friends. In these ways, play can be seen as a key catalyst for the relationships that develop between children and their homes and communities.

Secondly, and relatedly, as Ben Tawil and Mike Barclay of Ludicology argued, children primarily want to play in the public spaces near their homes, the streets, pavements, walls, car parks; this is their clear preference over other, perhaps even better-equipped, spaces, even just a few dozen metres from their front doors. It seems that children’s is to be in and play in their most proximate spaces, where they can see and meet other local children. We might ask if this preference reflects convenience – it’s simply easier to play out close to their homes – or something more profound about familiarity and security, and about making play an embedded part of their everyday lives.

What these two claims also make me question is, what about adults? How might we think about adults, play and streets? So, we might ask if we can think about how adults play on their streets, or at the very least how they engage in playful activities on their streets, such as chatting, socialising, joking, laughing, and drinking. And if so, do they also have a preference, acknowledged or unacknowledged, for proximity? And if they do, is their preference about convenience or about something else, perhaps echoing their children’s – and even their own childhood memories of – hope for engagement, attachment and belonging through play on and around their streets?

A further theme, raised by architect Dinah Bornat, is that children are the generators of community. Children’s everyday play can animate streets as they occupy pavements, gardens and driveways, and move between each other’s homes. Children playing out can draw adults out, as they watch, talk to, and care for their children. Where children play, adults meet and communities are potentially created and strengthened. In this sense, we might think about how children’s play creates spaces and relationships in which adults can also be playful. Sukanya Krishnamurthy talked about how parents in Eindhoven in the Netherlands wanted services for adults around play spaces – such as benches, cafes, shelters – that might enable turning watching children play into a more collective, sociable, even playful experience for adults too.

Finally, as Ellen Weaver, lawyer and legal researcher, suggested, adults seem to have more confidence in their children playing out when they know that their children know, recognise and relate to other adults as their parents’ friends – or play-mates – and therefore might themselves feel confident asking someone else’s parent, or another neighbour, for help if they fall over or lose a ball under a car, for example.

In all these ways, play seems to work as interaction and integration, for children and adults. Moreover, adults’ and children’s playful relationships appear to be symbiotic, reinforcing each other and reinforcing the potential for residents of all ages to build relationships in their streets. Interestingly, however, during the seminar two playing out activists explicitly stated that they were surprised by the animation and transformation of their communities through street play, that they did not plan for or anticipate these changes. By contrast, I both hoped for and expected this – it was, for me, an equal goal to that of creating a playful space for my daughter and her friends on the street, in the hope that a playful atmosphere would transform our relationships with each other as neighbours and with the street, that play would be a catalyst for adults to develop greater familiarity with and stronger attachments to their everyday environments and relationships too, and it is this that lies at the heart of my research and of my part in the launch of Play.Meet.Street North Tyneside (which is explicitly about playing and meeting).

In thinking about all of these questions, I’m working with the ideas of Donald Winnicott, a paediatrician and psychoanalyst who was profoundly engaged in ideas about space, play and everyday relationships. Winnicott believed play to be vital for those of all ages, seeing adult play – in art, creativity, humour, conversation – as equally important as children’s play in creating a liveable life. He also saw an innate connection between play and relationships, through the idea of potential space, which he saw as a space between people – children and adults – that is playful, safe, trustful, and creative, and, critically, founded on an idea of a relationship to real and imagined others, who can witness, join in, celebrate, remember and enjoy the play and creativity.

Together these debates raise the following questions for my research:

  • What do parents hope for, for themselves, consciously or otherwise, as they plan to create playful spaces on their streets for their children?
  • What, if anything, is important about play? Why are parents choosing to create spaces of play, rather than any other forms of community interaction (such as The Big Lunch, or litter picking, though these are clearly not mutually exclusive)? Does play create a potential space, following Donald Winnicott, for the creation of meaningful everyday relationships?
  • Does street play generate community for children and adults? How is this felt and valued by adults and children?

 

Playing Out and Everyday Relationships: Mapping the Psychosocial Geographies of Street Play in North Tyneside

This new project, funded by the School of Geography, Politics and Sociology, will enable me to assess the feasibility, value and relevance of a developing project of participatory, psychosocial research around the idea of ‘playing out’ (organised sessions of street play for children and families) and everyday relationships (with friends, family, and neighbours), which builds on my recent work on everyday relationships and the psychosocial geographies of austerity and extends existing work on ‘playing out’.

From around 2009, Playing Out CIC has promoted and supported the development of temporary residential street closures for play across the UK, starting in Bristol and expanding to over 400 streets in around 50 different towns and cities. Since 2015, House of Objects, an educational community interest company (CIC), has worked with Play England and Playing Out CIC to support neighbours to close their streets for play on a regular basis in North Tyneside. Ten North Tyneside streets have run one-off or regular ‘playing out’ sessions in the last two years, each attended by 15-25 children of varying ages, and their parents, grandparents and other carers. There have already been some studies of this phenomenon, in geography and beyond, but these have, not surprisingly, focused on play and on changing children’s geographies (e.g. Ferguson and Page 2015; Tranter 2016; Murray and Devecchi 2016). Attention to the wider psychosocial (social and emotional) geographies of street play have received important but incidental attention. It is commonly argued that street play supports increasing social cohesion and stronger communities, and these have become core ideas in the promotion of playing out. This project aims to interrogate this further, paying attention to ideas around security, belonging, trust, identity, attachment, togetherness, and neighbouring through a focus on street play and ‘everyday relationships’ in North Tyneside to ask if and how playing out transforms the psychosocial geographies of the streets involved. This pilot project asks the following key questions:

  • How do participants imagine, understand and experience ideas of community and neighbouring in the context of their street play sessions?
  • What changes have participants witnessed in the geographies of their streets’ everyday relationships?
  • How, if at all, have the effects of street play sessions ‘spilled over’ into the wider everyday life of the streets involved?

This will be a small-scale, qualitative, (auto)ethnographic and participatory project, developed with the existing North Tyneside street play organisers (of which I am one, through PlayMeetStreet North Tyneside), with the following key stages:

  1. Planning and preliminary meetings with key organisers.
  2. Focus group with street organisers to develop the notion of everyday relationships and street play. This will enable me to hone the focus to guide interviews and participant observation.
  3. Visit Playing Out CIC (Bristol) to interview national organisers to set research in wider context.
  4. I will join at least one street play session in each currently active street (likely to be between 5 and 8), observing and participating in the activities of both children and adults. During these sessions, I will also arrange follow-up, in-depth, qualitative interviews with participants (2 or 3 from each street) to develop responses to the key research questions.
  5. Write and present report to local and national playing out activists; present preliminary paper to internal seminar.

A reading list on the social and economic geographies of austerity in Ireland

Sander van Lanen, currently at Groningen but formerly based in Cork, sent me this list of readings on the geographies of austerity in Ireland. I spend a fair amount of time in Ireland (mostly the west, around Galway) so I’m very aware of and interested in the Irish experiences of recession and austerity, but more from a lay perspective than an academic one.*

There are a few Irish references on my previous lists, but it’s great to have this more comprehensive list. Ireland’s experiences resonate with the British experience, but there are also some particular aspects which reflect Ireland’s very different social and economic geographies, especially around housing and property (including ghost estates), and around family and generation (an area I’m increasingly interested in), and which encourage to see Britain’s particularities too.

So, thank you, Sander!

Sander has himself worked on the impacts of Irish austerity on disadvantaged urban youth in Dublin and Cork and his recent Urban Geography paper is well worth a read.

*As an aside, one of the best novels I’ve read recently was Conor O’Callaghan’s Nothing on Earth, about Ireland’s ghost estates. It’s amazing. Read it.

 

 

Carney G.M., T. Scharf, V. Timonen & C. Conlon (2014) ‘Blessed are the young, for they shall inherit the national debt’: Solidarity between generations in the Irish crisis, Critical Social Policy, 34(3): 312-332.

Crowley, N. (2012) Lost in austerity: Rethinking the community sector, Community Development Journal, 48(1): 151-157.

Drudy, P.J. & M.L. Collins (2011) Ireland: From boom to austerity, Cambridge Journal of Regions, Economy and Society, 4(3): 339-354.

Forde, C., D. O’Byrne, & F, Ó’hAdhmaill (2015) Community development in Ireland under austerity and local government change: Policy and practice, The changing landscape of local and community development in Ireland: Policy and Practice, Cork: Institute for Social Sciences in the 21st Century.

Fraser, A., E. Murphy & S. Kelly (2013) Deepening neoliberalism via austerity and ‘reform’: The case of Ireland, Human Geography, 6(2): 38-53.

Free, M. & C. Scully (2016) The run of ourselves: Shame, guilt and confession in post-Celtic Tiger Irish media, International Journal of Cultural Studies.

Kitchin, R., C. O’Callaghan & J. Gleeson (2014) The new ruins of Ireland? Unfinished estates in the post-Celtic Tiger Era, International Journal of Urban and Regional Research, 38(3): 1069-1080.

Kitchin, R., C. O’Callaghan, M. Boyle, J. Gleeson & K. Keaveny (2012) Placing neoliberalism: The rise and fall of Ireland’s Celtic Tiger, Environment and Planning A, 44(6): 1302-1326.

Mercille, J. & E. Murphy (2015) Conceptualising European privatisation processes after the great recession, Antipode, 48(3): 685-704.

Mercille, J. (2013) The role of the media in fiscal consolidation programmes: the case of Ireland, Cambridge Journal of Economics, 38(2): 281-300.

Murphy, E. & M. Scott (2014) ‘After the Crash’: Life satisfaction, everyday financial practices and rural households in post Celtic Tiger Ireland, Journal of Rural Studies, 34: 37-49.

Murphy, E. & M. Scott (2014) Household vulnerability in rural areas: Results of an index applied during a housing crash, economic crisis and under austerity conditions, Geoforum 51: 75-86.

O’Callaghan, C., M. Boyle & R. Kitchin (2014) Post-politics, crisis, and Ireland’s ‘ghost estates’, Political Geography, 42: 121-133.

O’Callaghan, C., S. Kelly, M. Boyle & R. Kitchin (2015) Topologies and topographies of Ireland’s neoliberal crisis, Space and Polity, 19(1): 31-46.

Waldron, R. & D. Redmond (2017) “We’re just existing, not living!” Mortgage stress and the concealed costs of coping with crisis, Housing Studies, 32(5): 584-612.

Waldron, R. (2016) The “unrevealed casualties” of the Irish mortgage crisis: Analysing the broader impacts of mortgage market financialisation, Geoforum, 69: 53-66.

Whelan, C.T., B. Nolan & B. Maítre (2016) The great recession and the changing distribution of economic stress across income classes and the life course in Ireland: A comparative perspective, Journal of European Social Policy, 24(5): 470-485.

 

Yet another updated reading list on austerity and social geography

Once again, I’m updating my reading list for the Newcastle University Stage 2 module on Social Geographies (GEO2110) and am uploading the references and links here for ease of access, and so that others can use it too.

The usual disclaimer that I can’t cover everything here and I’m sure I’ve missed some great stuff. Please do let me know of things I can add. 

Previous versions of this list are accessible here: 2014, more 20142015 and 2016. I have repeated some of the references (for example, when a journal article has actually been published after being pre-publication previously, or when I’ve just forgotten I’ve already listed it 😉 ) but I have tended just to add newly-published material, so do look back over past versions to access publications that are just a couple of years old.

Note that some of the links for the policy reports in the previous posts are broken but all of the reports are still available – you can Google the report titles and find the updated links.

I have very much focused on publications which relate directly to the themes we cover in GEO2110 Social Geographies. There is much more excellent work which relates more closely to economic or political geography themes.

New (or updated) academic publications

Ballas, D., Dorling, D. and Hennig, B. (2017) Analysing the regional geography of poverty, austerity and inequality in Europe: a human cartographic perspective, Regional Studies, 51(1), 174-185.

Bragg, J., Burman, E., Greenstein, A., Hanley, T., Kalambouka, A., Lupton, R., McCoy, L., Sapin, K. and Winter, L. (2015) The Impacts of the Bedroom Tax on Children and Their Education: A Study in the City of Manchester.

Cooper, V. and Whyte, D. (2017) Government austerity demands that we die within our means, Open Democracy, 23.5.17.

Cooper, V. and Whyte, D. (eds.) (2017) The Violence of Austerity, Pluto – there’s a video here in which the authors talk about the book’s central argument.

Corcoran, M., Kettle, P.  and O’Callaghan, C. (2017) Green shoots in vacant plots? Urban agriculture and austerity in post-crash IrelandACME: An International Journal for Critical Geographies, 16(2), 305-331.

Edmiston, D., Patrick, R. and Garthwaite, K. (2017) Introduction: Austerity, Welfare and Social CitizenshipSocial Policy and Society, 16(2), 253-259. This is an introduction to a special section, and the editors have also produced a guide to “Some Useful Sources

Garthwaite, K. (2017) ‘I feel I’m Giving Something Back to Society’: Constructing the ‘Active Citizen’ and Responsibilising Foodbank UseSocial Policy and Society, 16(2), 283-292.

Garthwaite, K. and Bambra, C. (2017) “How the other half live”: Lay perspectives on health inequalities in an age of austeritySocial Science & Medicine, 187, 268-275.

Greenstein, A., Burman, E., Kalambouka, A. and Sapin, K. (2016). Construction and deconstruction of ‘family’ by the ‘bedroom tax’British Politics, 11(4), 508-525.

Greer Murphy, A. (2017) Austerity, women and health inequalities in the UK, Women Are Boring, 12.3.17.

Gill, R. and De Benedictis, S. (2016) Austerity Neoliberalism, Open Democracy. http://openaccess.city.ac.uk/15648/1/Austerity%2520Neoliberalism-1.pdf

Green, M., Dorling, D. and Minton, J. (2017) The geography of a rapid rise in elderly mortality in England and Wales, 2014-15Health & Place, 44, 77-85.

Hall, S. M. (2017) Personal, relational and intimate geographies of austerity: ethical and empirical considerationsArea, 49(3), 303-310.

Hitchen, E. (2016) Living and feeling the austereNew Formations, 87, 102-118.

Mattheys, K., Bambra, C., Warren, J., Kasim, A. and Akhter, N. (2016) Inequalities in mental health and well-being in a time of austerity: Baseline findings from the Stockton-On-Tees cohort studySSM-Population Health, 2, 350-359.

McDowell, L. (2017) Youth, children and families in austere times: change, politics and a new gender contractArea, 49(3), 311-316.

Moffatt, S., Lawson, S., Patterson, R., Holding, E., Dennison, A., Sowden, S. and Brown, J. (2016) A qualitative study of the impact of the UK ‘bedroom tax’, Journal of Public Health 38(2) 197-205

O’Brien, M. and Kyprianou, P. (2017) Just Managing? What it Means for the Families of Austerity Britain Open Book Publishers. https://www.openbookpublishers.com/reader/591#page/1/mode/2up

Patrick, R. (2016) Living with and responding to the ‘scrounger’ narrative in the UK: exploring everyday strategies of acceptance, resistance and deflection, Journal of Poverty and Social Justice, 24(3) 245-259

Pimlott‐Wilson, H. and Hall, S. M. (2017) Everyday experiences of economic change: repositioning geographies of children, youth and familiesArea. This is the introduction to a special issue with a number of related pieces.

Power, A. and Hall, E. (2017) Placing care in times of austeritySocial & Cultural Geography, 1-11 (from a forthcoming special issue on Placing Care in Times of Austerity).

Raynor, R. (2017) Dramatising austerity: holding a story together (and why it falls apart…)cultural geographies, 24(2), 193-212.

van Lanen, S. (2017) Living austerity urbanism: space–time expansion and deepening socio-spatial inequalities for disadvantaged urban youth in Ireland, Urban Geography.

Wilkinson, E. and Ortega-Alcázar, I. (2017) A home of one’s own? Housing welfare for ‘young adults’ in times of austerity, Critical Social Policy.

A special issue of Discover Society on families and relationships in crisis, with short articles by geographers including Sarah Hall and Helen Holmes, Iliana Ortega-Alcázar, Eleanor Wilkinson, and me (Alison Stenning)

 

Reports from thinktanks and charities

The School of Law at Warwick University collates and regularly updates a list of Reports on the Impact of Public Spending Cuts Across the UK. This includes reports on different parts of the UK and on different sectors.

Women’s Budget Group Gender Impact Assessment of Spring 2017 Budget

House of Commons Library Estimating the gender impact of tax and benefits changes, 13.12.2016

 

And a reminder to look at certain organisations, such as the Joseph Rowntree Foundation and Poverty and Social Exclusion, and key newspapers, such as The Guardian and The Financial Times, to explore their coverage of austerity and its impacts.