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It came up to here: learning from children's flood narratives

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>05/2012
<mark>Journal</mark>Children's Geographies
Issue number2
Number of pages16
Pages (from-to)135-150
Publication StatusPublished
<mark>Original language</mark>English


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.