Walker, Marion and Whittle, Rebecca and Medd, William and Burningham, Kate and Moran-Ellis, Jo and Tapsell, Sue (2012) It came up to here:learning from children's flood narratives. Children's Geographies, 10 (2). pp. 135-150. ISSN 1473-3285Full text not available from this repository.
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.
|Journal or Publication Title:||Children's Geographies|
|Uncontrolled Keywords:||flood-affected children ; flood recovery ; resilience ; storyboard methodologies ; Hull|
|Subjects:||G Geography. Anthropology. Recreation > GE Environmental Sciences|
|Departments:||Faculty of Science and Technology > Lancaster Environment Centre|
|Deposited On:||12 Oct 2011 13:39|
|Last Modified:||25 Apr 2017 04:21|
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