ABSTRACT
Young people imagine, perceive, experience, talk about, use, and enjoy space in a wide variety of ways. In so doing, young people increasingly collect and develop stocks of spatial knowledge. A quite dynamic and ever-changing process by nature, the production and acquisition of spatial knowledge are susceptible to many kinds of circumstantial conditions—from those that shape everyday routines to those that constitute historical turning points. Thus, with the research underlying this book, we set out to discover what changes the spatial knowledge of young people has undergone during the past five decades.
The introduction to this book briefly outlines the refiguration of spaces, the central theoretical assumption of our work, and introduces Collaborative Research Centre 1265 “Re-Figuration of Spaces,” which is dedicated to this topic. Next, we delineate the scope of our study: the evolution of young people’s spatial knowledge. This is followed by the methodology explaining how we conducted our qualitative meta-analysis. Finally, the book’s structure is outlined and summaries of the following chapters are provided.
