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Playing and affective time-spaces

Harker, C; (2005) Playing and affective time-spaces. Children's Geographies , 3 (1) pp. 47-62. 10.1080/14733280500037182. Green open access

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Abstract

In this paper I have two objectives. The first is to critically explore definitions of playing that have underpinned a great deal of research in children's geography. In so doing I want to highlight some of the assumptions that various authors within geography have made (often implicitly) about the ontological status of playing. This will in turn, lead me to work with, between and sometimes against three authors who have tried to theorize playing. In following this route, I hope to come to some tentative conclusions about the status of playing, which paradoxically will eschew any (strong) ontological commitment at all. This leads to my second objective, which is to explore four particular aspects of playing—embodiment, affect, objects and time-space—to examine how they are interleaved with spaces and spacing. In necessarily situating this work within my research at Hilltop Primary School 1 1. This is a pseudonym, used as part of a confidentiality agreement signed with the school. View all notes in the summer of 2001, I hope to show that geographical studies can contribute to definitions of playing as much as playing can inflect certain notions of space.

Type: Article
Title: Playing and affective time-spaces
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/14733280500037182
Publisher version: https://doi.org/10.1080/14733280500037182
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Playing, school, affect, embodiment, time-space, non-representational theory
URI: http://discovery.ucl.ac.uk/id/eprint/10050286
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