Rights statement: This is a post-peer-review, pre-copyedited version of an article published in Transfers. The definitive publisher-authenticated version “That’s Where I First Saw the Water”: Mobilizing Children’s Voices in UK Flood Risk Management Alison Lloyd Williams, Amanda Bingley, Marion Walker, Maggie Mort and Virginia Howells Transfers 7, (3), 76-93 2017 is available online at:https://www.berghahnjournals.com/view/journals/transfers/7/3/trans070307.xml
Accepted author manuscript, 394 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - “That’s where I first saw the water…”
T2 - mobilizing children’s voices in UK flood risk management
AU - Lloyd Williams, Alison Sian
AU - Bingley, Amanda Faith
AU - Walker, Marion Patricia
AU - Mort, Margaret Mary Elizabeth
AU - Howells, Virginia
N1 - This is a post-peer-review, pre-copyedited version of an article published in Transfers. The definitive publisher-authenticated version “That’s Where I First Saw the Water”: Mobilizing Children’s Voices in UK Flood Risk Management Alison Lloyd Williams, Amanda Bingley, Marion Walker, Maggie Mort and Virginia Howells Transfers 7, (3), 76-93 2017 is available online at:https://www.berghahnjournals.com/view/journals/transfers/7/3/trans070307.xml
PY - 2017/12/1
Y1 - 2017/12/1
N2 - This article reports on a project, led jointly by Lancaster University and Save the Children UK, that used mobile, creative, and performance-based methods to understand children’s experiences and perceptions of the 2013–2014 UK winter floods and to promote their voices in flood risk management. We argue that our action-based methodology situated the children as “flood actors” by focusing on their sensory experience of the floods and thus their embodied knowledge and expertise. The research activities of walking, talking, and taking photographs around the flooded landscape, as well as model making and the use of theater and performance, helped to “mobilize” the children not only to recall what they did during the floods but also to identify and communicate to policy makers and practitioners how we can all do things differently before, during, and after flooding.
AB - This article reports on a project, led jointly by Lancaster University and Save the Children UK, that used mobile, creative, and performance-based methods to understand children’s experiences and perceptions of the 2013–2014 UK winter floods and to promote their voices in flood risk management. We argue that our action-based methodology situated the children as “flood actors” by focusing on their sensory experience of the floods and thus their embodied knowledge and expertise. The research activities of walking, talking, and taking photographs around the flooded landscape, as well as model making and the use of theater and performance, helped to “mobilize” the children not only to recall what they did during the floods but also to identify and communicate to policy makers and practitioners how we can all do things differently before, during, and after flooding.
KW - England
KW - flooding
KW - imagination
KW - landscape
KW - materiality
KW - memory
KW - mobilization
KW - performance
U2 - 10.3167/TRANS.2017.070307
DO - 10.3167/TRANS.2017.070307
M3 - Journal article
VL - 7
SP - 76
EP - 93
JO - Transfers
JF - Transfers
SN - 2045-4813
IS - 3
ER -