Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - It came up to here
T2 - learning from children's flood narratives
AU - Walker, Marion
AU - Whittle, Rebecca
AU - Medd, William
AU - Burningham, Kate
AU - Moran-Ellis, Jo
AU - Tapsell, Sue
PY - 2012/5
Y1 - 2012/5
N2 - The growing body of literature that seeks to understand the social impacts of flooding has failed to recognise the value of children’s knowledge. Working with a group of flood-affected children in Hull using a storyboard methodology this paper argues that the children have specific flood experiences that need to be understood in their own right. In this paper we consider the ways in which the disruption caused by the flood revealed and produced new – and sometimes hidden – vulnerabilities and forms of resilience and we reflect on the ways in which paying attention to children’s perspectives enhances our understanding of resilience.
AB - The growing body of literature that seeks to understand the social impacts of flooding has failed to recognise the value of children’s knowledge. Working with a group of flood-affected children in Hull using a storyboard methodology this paper argues that the children have specific flood experiences that need to be understood in their own right. In this paper we consider the ways in which the disruption caused by the flood revealed and produced new – and sometimes hidden – vulnerabilities and forms of resilience and we reflect on the ways in which paying attention to children’s perspectives enhances our understanding of resilience.
KW - flood-affected children
KW - flood recovery
KW - resilience
KW - storyboard methodologies
KW - Hull
U2 - 10.1080/14733285.2012.667916
DO - 10.1080/14733285.2012.667916
M3 - Journal article
VL - 10
SP - 135
EP - 150
JO - Children's Geographies
JF - Children's Geographies
SN - 1473-3285
IS - 2
ER -