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Recognizing Urban Public Space as a Co‐Educator: Children's Socialization in Ghent

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  • SVEN DE VISSCHER
  • MARIA BOUVERNE‐DE BIE

Abstract

This article discusses how urban public space impacts upon children's socialization. There are two points of view on the relationship between children and the urban neighbourhood, whether one considers the position of children in urban public space or the position of this environment in children's socialization. One can define the relationship in terms of the need to protect children against the perils of the city; this results in a spatial segregation of children into separate (play) spaces. Alternatively, one can argue that children should be able to move independently and safely through urban public space in order to make full use of the socializing opportunities offered by the city; this results in criteria for a child‐friendly city. Leaving aside abstract images of the ideal neighbourhood for children, urban public space should also be considered as a co‐educator. Theories of urban public space as a co‐educator require empirical information about the way in which this space impacts upon existing processes of socialization and the citizenship of children. Three cases from the city of Ghent are presented to illustrate this discussion. Résumé Cet article étudie comment l'espace public urbain agit sur la socialisation des enfants. Il existe deux points de vue sur la relation entre enfants et voisinage urbain, selon que l'on considère la situation des enfants dans l'espace public urbain, ou la situation de cet environnement dans leur socialisation. On peut établir la relation en privilégiant la nécessité de protéger les enfants des périls de la ville, ce qui se traduit pour eux par une ségrégation spatiale dans des espaces (de jeu) séparés. Ou bien on affirme que les enfants devraient pouvoir se déplacer de façon autonome et sûre dans tout l'espace public urbain afin de profiter pleinement des possibilités de socialisation qu'offre la ville, le résultat étant alors la définition de critères pour une ville adaptée aux enfants. En laissant de côté l'imagerie abstraite d'un voisinage idéal pour l'enfant, il faudrait aussi envisager l'espace public urbain comme un co‐éducateur. Les théories sur l'espace public urbain en tant que co‐éducateur ont besoin de données empiriques sur la manière dont cet espace influence les processus existants de socialisation et d'acquisition de la citoyenneté pour les enfants. Afin d'illustrer cette analyse, il est présenté trois cas situés dans la ville de Gand.

Suggested Citation

  • Sven De Visscher & Maria Bouverne‐De Bie, 2008. "Recognizing Urban Public Space as a Co‐Educator: Children's Socialization in Ghent," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 32(3), pages 604-616, September.
    • Handle: RePEc:bla:ijurrs:v:32:y:2008:i:3:p:604-616
    DOI: 10.1111/j.1468-2427.2008.00798.x
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    References listed on IDEAS

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    1. Pascal De Decker & Christian Kesteloot & Filip De Maesschalck & Jan Vranken, 2005. "Revitalizing the City in an Anti‐Urban Context: Extreme Right and the Rise of Urban Policies in Flanders, Belgium," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 29(1), pages 152-171, March.
    2. Sako Musterd & Mariïılle De Winter, 1998. "Conditions for spatial segregation: some European perspectives," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 22(4), pages 665-673, December.
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    Cited by:

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    3. Puthearath Chan, 2021. "Child-Friendly Urban Development: Smile Village Community Development Initiative in Phnom Penh," World, MDPI, vol. 2(4), pages 1-16, November.
    4. Mattias De Backer, 2019. "Class, Style and Territory in the Drari Microcultures of Brussels," Societies, MDPI, vol. 9(3), pages 1-17, September.

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