Too Good to be True: Representing Children's Agency in the Archives of Playground Reform

Historical Geography

Volumn 29, Issue , 2001, Pages 53-64

  Gagen, Elizabeth ^a  

^a NONE

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EID: 0242346352     PISSN: 10916458     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (73)

1. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
2. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19-42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
3. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
4. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
5. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
6. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
7. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
8. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
9. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
10. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
11. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
12. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
13. See Stuart Aitken, Putting Children in their Place (Washington, D.C.: Association of American Geographers, 1994); Virginia Caputo, "Anthropology's Silent 'Others:' A Consideration of Some Conceptual and Methodological Issues for the Study of Youth and Children's Culture," in Vered Amit-Talai and Helena Wulff, eds., Youth Cultures: A Cross-cultural Perspective (London: Routledge, 1995): 19- 42; Sarah L. Holloway and Gill Valentine, eds., Children's Geographies: Playing, Living, Learning (London: Routledge, 2000); Sarah L. Holloway, Gill Valentine, and Nick Bingham, "Institutionalising Technologies: Masculinities, Femininities, and the Heterosexual Economy of the IT Classroom," Environment and Planning A 32:4 (2000): 617-634; Melissa Hyams, "'Pay Attention in Class....[and] Don't Get Pregnant:' A Discourse of Academic Success Among Adolescent Latinas," Environment and Planning A 32:4 (2000): 635-654; Allison James, Chris Jenks, and Alan Prout, Theorizing Childhood (New York: Teachers College Press, 1998); Berry Mayall, ed., Children's Childhoods: Observed and Experienced (London: The Palmer Press, 1994); Jens Qvortrup, et al., Childhood Matters: Social Theory, Practice and Politics (Aldershot, Hampshire, U.K.: Ashgate Publishing Company, 1994); Susan Roberts, "Commentary: What About the Children?" Environment and Planning A 30:1 (1998): 3-11; Susan Ruddick, Young and Homeless in Hollywood: Mapping Social Identities (New York: Routledge, 1996); Tracy Skelton and Gill Valentine, eds., Cool Places: Geographies of Youth Culture (London: Routledge, 1999); Gill Valentine, "Children Should be Seen and Not Heard: The Production and Transgression of Adults' Public Space," Urban Geography 17:3 (1996): 205-220; Gill Valentine "'Oh Yes I Can.' 'Oh No You Can't.': Children and Parents' Understanding of Kids' Competence to Negotiate Public Space Safely," Antipode 29:1 (1997): 65-89.
14. While recent interest in children's geographies has largely avoided historical contexts, within historical geography there has been some interest in educational institutions and the history of geographic education. See Avril M.C. Maddrell, "Discourses of Race and Gender and the Comparative Method in Geography School Texts 1830-1918," Environment and Planning D: Society and Space 16:6 (1998): 81-103; Teresa Ploszajska, "Moral Landscapes and Manipulated Spaces: Gender, Class and Space in Victorian Reformatory Schools," Journal of Historical Geography 20:4 (1994): 413-429; Teresa Ploszajska, "Down to Earth? Geography Fieldwork in English Schools, 1870-1944," Environment and Planning D: Society and Space 16 (1998): 757-774; Felix Driver and Avril M.C. Maddrell, eds., "Geographical Education and Citizenship," special edition, Journal of Historical Geography 22:4 (1996): 371-372. For the most part, however, children themselves, and childhood more generally, remain relatively unexamined in these works. I do not make this point to illustrate a critical omission in this work, but rather to suggest that children's history is methodologically problematic and therefore seldom undertaken.
15. While recent interest in children's geographies has largely avoided historical contexts, within historical geography there has been some interest in educational institutions and the history of geographic education. See Avril M.C. Maddrell, "Discourses of Race and Gender and the Comparative Method in Geography School Texts 1830-1918," Environment and Planning D: Society and Space 16:6 (1998): 81-103; Teresa Ploszajska, "Moral Landscapes and Manipulated Spaces: Gender, Class and Space in Victorian Reformatory Schools," Journal of Historical Geography 20:4 (1994): 413-429; Teresa Ploszajska, "Down to Earth? Geography Fieldwork in English Schools, 1870-1944," Environment and Planning D: Society and Space 16 (1998): 757-774; Felix Driver and Avril M.C. Maddrell, eds., "Geographical Education and Citizenship," special edition, Journal of Historical Geography 22:4 (1996): 371-372. For the most part, however, children themselves, and childhood more generally, remain relatively unexamined in these works. I do not make this point to illustrate a critical omission in this work, but rather to suggest that children's history is methodologically problematic and therefore seldom undertaken.
16. While recent interest in children's geographies has largely avoided historical contexts, within historical geography there has been some interest in educational institutions and the history of geographic education. See Avril M.C. Maddrell, "Discourses of Race and Gender and the Comparative Method in Geography School Texts 1830-1918," Environment and Planning D: Society and Space 16:6 (1998): 81-103; Teresa Ploszajska, "Moral Landscapes and Manipulated Spaces: Gender, Class and Space in Victorian Reformatory Schools," Journal of Historical Geography 20:4 (1994): 413-429; Teresa Ploszajska, "Down to Earth? Geography Fieldwork in English Schools, 1870-1944," Environment and Planning D: Society and Space 16 (1998): 757-774; Felix Driver and Avril M.C. Maddrell, eds., "Geographical Education and Citizenship," special edition, Journal of Historical Geography 22:4 (1996): 371-372. For the most part, however, children themselves, and childhood more generally, remain relatively unexamined in these works. I do not make this point to illustrate a critical omission in this work, but rather to suggest that children's history is methodologically problematic and therefore seldom undertaken.
17. While recent interest in children's geographies has largely avoided historical contexts, within historical geography there has been some interest in educational institutions and the history of geographic education. See Avril M.C. Maddrell, "Discourses of Race and Gender and the Comparative Method in Geography School Texts 1830-1918," Environment and Planning D: Society and Space 16:6 (1998): 81-103; Teresa Ploszajska, "Moral Landscapes and Manipulated Spaces: Gender, Class and Space in Victorian Reformatory Schools," Journal of Historical Geography 20:4 (1994): 413-429; Teresa Ploszajska, "Down to Earth? Geography Fieldwork in English Schools, 1870-1944," Environment and Planning D: Society and Space 16 (1998): 757-774; Felix Driver and Avril M.C. Maddrell, eds., "Geographical Education and Citizenship," special edition, Journal of Historical Geography 22:4 (1996): 371-372. For the most part, however, children themselves, and childhood more generally, remain relatively unexamined in these works. I do not make this point to illustrate a critical omission in this work, but rather to suggest that children's history is methodologically problematic and therefore seldom undertaken.
18. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
19. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
20. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5-24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
21. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
22. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
23. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
24. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
25. See Don Cavallo, Muscles and Morals: Organised Playgrounds and Urban Reform, 1880-1920 (Philadelphia: University of Pennsylvania Press, 1981); Cary Goodman, Choosing Sides: Playground and Street Life on the Lower East Side (New York: Schocken Books, 1979); Stephen Hardy, "Parks are for People: Reforming the Boston Park System, 1870-1915," The Journal of Sports History 7:3 (1980): 5- 24; Robert Lewis, "Well Directed Play: Urban Recreation and Progressive Era Reform" in Marc Chenetier and Rob Kroes, eds., Impressions of a Gilded Age: The American Fin de Siecle (Amsterdam: Amerika Instituut, 1983): 183-202 ; K. Gerald Marsden, "Philanthropy and the Boston Playground Movement, 1885-1907," Social Science Review 35 (March 1961): 48-58; Heath M. Schenker, "Women's and Children's Quarters in Golden Gate Park, San Francisco," Gender, Place and Culture 3:3 (1996): 293-308; Suzanne Spencer-Wood, "Turn-of-the-Century Women's Organizations, Urban Design and the Origin of the American Playground Movement," Landscape Journal 13:2 (1994): 125-137. I do not suggest that this work is any less valid because of its focus on the dynamics of playground production and design by adult reformers. Rather, I argue that there is a need to complement this work with methodological alternatives that open up texts to alternative child-centered readings. also recognize that my own work on playground reform has prioritized the discursive construction of childhood identities over and above an analysis of children's agency, for example, Elizabeth A. Gagen, "An Example to Us All: Child Development and Identity Construction in Early Twentieth-Century Playgrounds," Environment and Planning A 32:4 (2000): 599-616.
26. Ranajit Guha, Elementary Aspects of Peasant Insurgency in Colonial India (Delhi: Oxford University Press, 1983).
27. Ibid.
28. Gayatri Chakravorty Spivak, "Subaltern Studies: Deconstructing Historiography," in The Spivak Reader: Selected Works of Gayatri Chakravorty Spivak (New York and London: Routledge, 1996): 203-235, 217.
29. Ibid., 212.
30. Ibid., 213.
31. Ibid., 222.
32. Clive Barnett, "'Sing Along with the Common People': Politics, Postcolonialism, and Other Figures," Environment and Planning D: Society and Space 15:2 (1997): 137-154, 147.
33. Joan Scott, "The Evidence of Experience," in James Chandler, Arnold I. Davidson, and Harry Harootunian, eds., Questions of Evidence: Proof, Practice and Persuasion Across the Disciplines (Chicago: University of Chicago Press, 1994): 363-387.
34. It is important to state that despite my use of postcolonial literature, I do not wish to imply any comparison between the experiences of colonial subalterns and immigrant children in late-19th-century U.S. cities. I do, however, find useful links between their respective archival marginalization and the subsequent methodologies that have been employed by postcolonial studies to interpret their histories.
35. I do not equate these desires with a politicized notion of resistance, nor do I take them to amount to a subject position.
36. Ibid., 383.
37. Both James S. Duncan, "Complicity and Resistance in the Colonial Archive: Some Issues of Method and Theory in Historical Geography," Historical Geography 27 (1999): 119-128; and Cheryl McEwan, "Cutting Power Lines Within the Palace? Countering Paternity and Eurocentricism in the 'Geographical Tradition,'" Transactions of the Institute of British Geographers 23:3 (1998): 371-384, point to the possibility of reconstructing agency from colonial archives where "voices," per se, may be lost.
38. Both James S. Duncan, "Complicity and Resistance in the Colonial Archive: Some Issues of Method and Theory in Historical Geography," Historical Geography 27 (1999): 119-128; and Cheryl McEwan, "Cutting Power Lines Within the Palace? Countering Paternity and Eurocentricism in the 'Geographical Tradition,'" Transactions of the Institute of British Geographers 23:3 (1998): 371-384, point to the possibility of reconstructing agency from colonial archives where "voices," per se, may be lost.
39. Victoria Bissell Brown, "The Fear of Feminization: Los Angeles High Schools in the Progressive Era," Feminist Studies 16:3 (1990): 493-518.
40. Ibid.
41. Ibid.
42. Patrick Geddes and J. Arthur Thompson, The Evolution of Sex (London: W. Scott, 1889).
43. Ibid., 29.
44. Ibid., 16-17.
45. Brown, "The Fear of Feminization," 497-498.
46. Ibid., 499.
47. J.E. Armstrong, "Limited Segregation," The School Review 14:10 (1906): 726-738, 730.
48. Ibid., 735.
49. Ibid., and J.E. Armstrong, "The Advantages of Limited Sex Segregation in the High School," The School Review 18:5 (1910): 339-350.
50. Armstrong, "Limited Segregation," 735.
51. It is evident from the reports I draw from later that the discourse of gender and discipline in high school education Brown identifies also influenced playground reformers' understanding of childhood. It is noteworthy, therefore, that some of the more vocal individuals who contributed to the debate on gender segregation in high schools were also the architects of playground reform. Luther H. Gulick, who authored articles such as "The Alleged Effemination of Our American Boys," American Physical Education Review 10 (September 1905): 213-220, was also director of physical education for New York City Public Schools and Playgrounds, an active board member, and first elected president (in 1906) of the Playground Association of America. Likewise, G. Stanley Hall also contributed to education debates, publishing articles such as "Feminization in School and Home," The World's Work 16 (May 1908): 10237-10244, while also enthusiastically supporting the playground movement. Hall's theoretical understanding of child development was the principal framework adopted by playground reformers. His two-volume work Adolescence: Its Psychology and its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education (New York: Appleton and Co., 1904) was widely cited in playground manuals.
52. It is evident from the reports I draw from later that the discourse of gender and discipline in high school education Brown identifies also influenced playground reformers' understanding of childhood. It is noteworthy, therefore, that some of the more vocal individuals who contributed to the debate on gender segregation in high schools were also the architects of playground reform. Luther H. Gulick, who authored articles such as "The Alleged Effemination of Our American Boys," American Physical Education Review 10 (September 1905): 213-220, was also director of physical education for New York City Public Schools and Playgrounds, an active board member, and first elected president (in 1906) of the Playground Association of America. Likewise, G. Stanley Hall also contributed to education debates, publishing articles such as "Feminization in School and Home," The World's Work 16 (May 1908): 10237-10244, while also enthusiastically supporting the playground movement. Hall's theoretical understanding of child development was the principal framework adopted by playground reformers. His two-volume work Adolescence: Its Psychology and its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education (New York: Appleton and Co., 1904) was widely cited in playground manuals.
53. It is evident from the reports I draw from later that the discourse of gender and discipline in high school education Brown identifies also influenced playground reformers' understanding of childhood. It is noteworthy, therefore, that some of the more vocal individuals who contributed to the debate on gender segregation in high schools were also the architects of playground reform. Luther H. Gulick, who authored articles such as "The Alleged Effemination of Our American Boys," American Physical Education Review 10 (September 1905): 213-220, was also director of physical education for New York City Public Schools and Playgrounds, an active board member, and first elected president (in 1906) of the Playground Association of America. Likewise, G. Stanley Hall also contributed to education debates, publishing articles such as "Feminization in School and Home," The World's Work 16 (May 1908): 10237-10244, while also enthusiastically supporting the playground movement. Hall's theoretical understanding of child development was the principal framework adopted by playground reformers. His two-volume work Adolescence: Its Psychology and its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education (New York: Appleton and Co., 1904) was widely cited in playground manuals.
54. Helen Jackson Cabot Almy Papers 1899-1910, folder 8, "Playground Facts" leaflet number 2, published by the Playground Association of America (1909), Schlesinger Library, Radcliffe College, Cambridge, Mass.
55. Mother's Club of Cambridge Papers 1881-1942, box 1, folder 1, Annual Report (1909): 5, Schlesinger Library, Radcliffe College, Cambridge, Mass.
56. Mother's Club of Cambridge Papers 1881-1942, box 1, folder 1, Pine Street Annual Report (1904): n.p., Schlesinger Library, Radcliffe College, Cambridge, Mass.
57. Helen Jackson Cabot Almy Papers 1899-1910, folder 4, "The Development of Boys' Playgrounds in Cambridge" report by Mrs. Almy (November 1908): 10, Schlesinger Library, Radcliffe College, Cambridge, Mass.
58. Helen Lawrence Brooks Papers, 1822-1985, folder 3, Annual Report (1910): 7, Schlesinger Library, Radcliffe College, Cambridge, Mass.
59. Mother's Club of Cambridge 1881-1942, box 1, folder 1, Annual Report (1907), Schlesinger Library, Radcliffe College, Cambridge, Mass.
60. Mothers Club of Cambridge 1881-1942, box 1, folder 1, Pine Street Annual Report (1902), Schlesinger Library, Radcliffe College, Cambridge, Mass.
61. Helen Jackson Cabot Almy Papers 1899-1910, folder 4, "The Development of Boys' Playgrounds in Cambridge," report by Mrs. Almy (1908): 1, Schlesinger Library, Radcliffe College, Cambridge, Mass.
62. Mother's Club of Cambridge Papers 1881-1942, box 1, folder 1, Pine Street Annual Report (1903), Schlesinger Library, Radcliffe College, Cambridge, Mass.
63. Mother's Club of Cambridge Papers 1881-1942, box 1, folder 1, Pine Street Annual Report (1904) and Helen Jackson Cabot Almy Papers 1899-1910, folder 4, "The Development of Boys' Playgrounds in Cambridge," report by Mrs. Almy (1908), Schlesinger Library, Radcliffe College, Cambridge, Mass.
64. Mother's Club of Cambridge Papers 1881-1942, box 1, folder 1, Pine Street Annual Report (1904) and Helen Jackson Cabot Almy Papers 1899-1910, folder 4, "The Development of Boys' Playgrounds in Cambridge," report by Mrs. Almy (1908), Schlesinger Library, Radcliffe College, Cambridge, Mass.
65. Helen Jackson Cabot Almy Papers 1899-1910, folder 4, "The Development of Boys' Playgrounds in Cambridge," report by Mrs. Almy (1908): 1-2 , Schlesinger Library, Radcliffe College, Cambridge, Mass.
66. Ibid., 2.
67. Ibid.
68. Henry S. Curtis, The Practical Conduct of Play (New York: The Macmillan Company, 1915): 80-81.
69. Helen Lawrence Brooks Collection 1822-1985, folder 218, "Report for Cambridge Field," Miss Rea (1910): 18, Schlesinger Library, Radcliffe College, Cambridge, Mass.
70. Helen Lawrence Brooks Collection 1822-1985, folder 218, "Report for Cambridge Field," Miss Kitchin (1910): 19, Schlesinger Library, Radcliffe College, Cambridge, Mass.
71. Curtis, The Practical Conduct of Play, 81.
72. Barnett, "Sing Along with the Common People," and Duncan, "Complicity and Resistance in the Colonial Archive."
73. Barnett, "Sing Along with the Common People," and Duncan, "Complicity and Resistance in the Colonial Archive."