CYE has a global audience and connects the worlds of research, policy and practice.
The Children, Youth and Environments network disseminates knowledge and stimulates discussion to support inclusive, sustainable and healthy environments for children and youth everywhere.
The CYE network connects a global community and provides an online forum for active discussion, resource sharing, and the publication of a peer-reviewed online journal.
CYE is now accepting submissions via Scholastica!
We have recently adopted an online academic journal management platform, called Scholastica, to streamline manuscript submission and review processes. Authors can now submit their research articles directly via Scholastica.
Visit http://cyenetwork.org/journal/submit/ for more information.
Volume 32, Issue 2, of Children, Youth and Environments was recently released. Read the current issue on Project Muse.
Not a journal subscriber? Visit http://cyenetwork.org/journal/subscribe/ to purchase an individual subscription or forward the link to your institution’s librarian.
Inside this issue, you will find diverse scholarly work spanning across the globe. We start our trip in Istanbul where Ataol and co-authors studied online artwork elicitations of children to reveal young people’s value as social agents in urban planning and their role in fighting against the continuous challenges our planet faces. Ataol and co-authors also demonstrate that children’s participation better informs when children guide knowledge generation. Crossing the globe, we arrive in Toronto where Souza Donato and co-authors examine how neighborhood landscape affordances relate to children’s play during COVID-19. Findings suggest the greater number of landscape characteristics and the higher the population density is related to decreased time spent outdoors. Additionally, children who had access to trails within their neighborhoods were more likely to spend time outdoors during the pandemic. Moving south, we arrive in the midwestern United States where Altenburger conducted an ethnographic case study examining how building design focused on engagement and safety is used to also support school practices. Ultimately, findings revealed that the educational environment that prioritizes students’ containment to secure sufficient attendance rates leaves the teenagers feeling betrayed and untrusted.
Heading across the Atlantic Ocean, we arrive in Scotland where Rae and co-authors looked at the relationship between school environment and identity development to reveal access to social places relates to social identity. Next, we arrive in Sweden, where Almers and co-authors address how primary school children’s perspectives on a ‘good schoolyard’ can be illuminated through envisioning workshops using model-making and explain ways to best engage children through this type of research. Heading to the southern hemisphere, we arrive in Australia where Miller and co-authors investigated the distribution and use of purpose-built nature play spaces to reveal their prevalence and suggest most South Australian schools have facilities to provide nature-based play and learning. We end our world tour in Brazil where Silva and Iared studied children’s sensory responses to green areas around their school to reveal interesting and rich ways urban contexts can be used to spark interest in environmental education.
The issue continues with a historical note by van Vilet– detailing the emergence of ‘Hedenesse,’ a self-governing youth village in West Zeeuws-Flanders, The Netherlands, after World War II. This is followed by a report from the field. Dillon and co-authors share their project focusing on outdoor gardening in early childhood education in the United Arab Emirates. We close our issue with Bergamini’s review of Earthquake Children: Building Resilience from the Ruins of Tokyo, by Janet Borland. Happy Reading!
We are delighted to announce that Children Youth and Environments has signed a new deal with University of Cincinnati Press (https://ucincinnatipress.uc.edu). Our backlist will continue to be available through JSTOR.
The University of Cincinnati Press is committed to publishing rigorous, peer-reviewed, leading scholarship accessibly to stimulate dialog between the academy, public intellectuals and lay practitioners. The Press works with authors and editors to erase disciplinary to address common problems in our global community. UC Press looks for projects across the humanities, social sciences and STEM fields focusing on social justice and community engagement.
As this issue of Children, Youth and Environments (CYE) goes to press, living, working, learning, and playing exclusively in home environments have been the norm for millions of people across the globe while the COVID-19 pandemic continues its community spread. Some people only find the situation an inconvenience, but manageable. Too many others are besieged with job loss, inadequate housing, and mental health issues and we would like to express our hope for worldwide compassion toward those whose needs are immeasurable and for those who have lost loved ones to the coronavirus. We respect and applaud the health care providers and other essential workers who are on the frontline in the fight to reduce virus casualties and ensure basic needs for others are met. We encourage everyone to adhere to the guidelines set forth by the World Health Organization and the Center for Disease Control as businesses and services re-open.
The Editors of Children, Youth and Environments express our sorrow to the family and friends of George Floyd, Breonna Taylor, and others who have lost loved ones in senseless acts of violence fueled by systemic racism. We stand with people of color who have experienced discrimination, implicit bias, oppression, racism, and violence and support the activism of our youth who are unifying and demanding accountability and change.
At CYE, our mission is to disseminate knowledge and stimulate discussion that supports inclusive, sustainable and healthy environments for children and youth everywhere. We are committed to publishing articles that reflect and value the racial, cultural, and economic diversity present in children’s environments and for informed research, practice, and opinions to influence action and policy. Although not an exhaustive list, please see the references in chronological order below.
We call on researchers and practitioners to expand the knowledge base by submitting proposals for special issues of the journal, research papers, field reports, and position papers that examine how environments, design, projects, and programs influence experiences of equality, oppression, racism, safety, violence, and well-being for children and youth, as well as their efforts to organize and advocate for more equitable environments. Together, we can stand against racism and work towards creating environments that fully support equality for all people.
Rhonda Brown, Victoria Carr, Vikas Mehta, & Leslie Kochanowski
Vol. 9, No. 1, 1992
Enabling Children to Map out a More Equitable Society (pp. 37-48)
Sharon E. Sutton
Vol. 11, No. 1, 1994
Children's Perceptions of Income-related Housing (pp. 26-35)
Ann Sloan Devlin
Vol. 12, No. 1, 1995
Parent–Child Visits in Jails (pp. 25-38)
Vol. 16, No. 1, 2006
Urban Los Angeles from Young People's Angle of Vision (pp. 340-351)
Vol. 16, No. 1, 2006
Resegregation in U.S. Public Schools or White Decline? A Closer Look at Trends in the 1990s (pp. 49-68)
John Logan, Deirdre Oakley and Jacob Stowell
Vol. 17, No. 2, 2007
Youth Activists in the Age of Postmodern Globalization: Notes from an Ongoing Project (pp. 541-562)
Maria de los Angeles Torres
Making Space, Making Change: Models for Youth-Led Social Change Organizations (pp. 298-314)
Youth Speak Out Coalition and Kristen Zimmerman
Vol. 17, No. 4, 2007
Photography as a Tool for Understanding Youth Connections to Their Neighborhood (pp. 107-123)
Jennifer Kofkin Rudkin and Alan Davis
Vol. 19, No. 1, 2009
Teaching with Hidden Capital: Agency in Children's Computational Explorations of Cornrow Hairstyles (pp. 58-73)
Ron Eglash and Audrey Bennett
Vol. 20, No. 2, 2010
“I'm about to really bring it!” Access Points between Youth Activists and Adult Community Leaders (pp. 1-24)
Ben Kirshner and Kimberly Geil
Vol. 22, No. 1, 2012
The Role of Objective and Perceived School Building Quality in Student Academic Outcomes and Self-Perception (pp. 23-51)
Lorraine E. Maxwell and Suzanne L. Schechtman
Vol. 23, No. 3, 2013
Theorizing a Sense of Place in a Transnational Community (pp. 43-65)
Jennifer D. Adams
Vol. 25, No. 3, 2015
Engaging City Youth in Urban Agriculture: Examining a Farm-Based High School Internship Program through the Lens of Self-Determination Theory (pp. 22-39)
Elena T. Broaddus, Liana S. Przygocki and Peter J. Winch
Knowledge of Neighborhood Nature Is Associated with Strong Sense of Place among Milwaukee Youth (pp. 129-144)
Rachel D. Kroencke, Kelly A. Hoormann, Elizabeth F. Heller, Jessica M. Bizub, Corey J. Zetts and Kirsten M. M. Beyer
Vol. 27, No. 1, 2017
Changing Neighborhoods: An Oral History Workshop for the Brooklyn Young Adult Literacy Program (pp. 135-150)
Vol. 28, No. 1, 2018
Neighborhood Cultural Heterogeneity and the College Aspirations of Low-Income Students of Color (pp. 9-29)
Vol. 29, No. 1, 2019
Framing Neighborhood Safety and Academic Success: Perspectives from High-Achieving Black Boys in Chicago (pp. 1-19)
Shantel D. Crosby, Desmond Patton, Dustin T. Duncan and Jocelyn R. Smith Lee
Vol. 30, No. 1, 2020
Attitudes and Perceptions of Environmental Change among Youth Living in Public Housing (pp. 83-100)
Jacqueline Tejada, Stephanie Nisle and Jeffrey M. Jenson
Youth Call BS on Politicians: Will They Influence Gun Control?
Thomas Hobbes (1588-1679) stated that life in a society where “every man is enemy to every man” and where individuals “live without other security than what their own strength and their own invention shall furnish them” limits their well-being consequentially with “no knowledge of the face of the earth; no account of time, no arts, no letters, no society, and, which is worst of all, continual fear and danger of violent death, and the life of man solitary, poor, nasty, brutish, and short.”
The horrific loss of 17 people at the Marjory Stoneman Douglas High School, another US school shooting in which youths’ lives were cut short by a semi-automatic rifle has spurred youth’s grief into activism.
The editors at Children, Youth, and Environments commend these youth as they call out politicians using their own moral authority based on emotions and losses intimate to the gun laws debate and other safety reforms.
As these youths appear on television programs, demonstrate at the capitol, and ask poignant, but too often unanswered questions to politicians, we applaud their voices as they advocate for safe environments and the societal norms they want, a society in which they are not living in continual fear of a violent death.
It is their future and the future of subsequent generations that they are advocating for as they call BS to excuses that have not protected them and may have, in fact, promoted brutish, violent tragedies incompatible with a society replete with commodities that promote men and women’s well-being. Historians will document whether or not these youth’s activism will make a difference. Current events, however, suggest that it is time to listen to the voices of the next generation.
CYE invites research and field reports related to youth’s efforts to advocate for safe and enriching environments. CYE has published articles in the past related to these topics. Examples are listed below and in the Discussion page.
The Columbine School: A Principal Reflects on the Influence of School
Columbine Elementary School
This paper, written by the principal of a Colorado elementary school, explores the interplay between various educational and environmental factors associated with the school’s design. The design was originally intended to create support for a bond issue that would allow the school to be built, to promote an exciting “tree house” feeling in each classroom, and to encourage a feeling of integration with the surrounding environment. In the five years since the school was built, the design has exerted a continuing influence on educational programs, activities and events. This paper presents examples of some of the recent issues which demonstrate the persistent and often prevailing influence of design on school climate and function.
Keywords: children, school design