Abstract
Children’s geographers have particular interests in children’s embodied experiences of space, and how those experiences are spatially and socially constructed. The theory of affect presents us with a unique way of understanding children’s creative and emotionally engaged interactions with people and places in their community. This chapter introduces affective geovisualization as a qualitative and emotional form of geographic visualization through which children may elicit their own accounts and feelings. Affective geovisualization provides a visual meaning-making process to both researchers and children for building digital deep mapsand an array of visual representations of children’s hybrid experiences of the physical and emotional worlds, as they are experienced between their bodies and environments. I pay particular attention to emerging discussions of emotion and affect across various disciplines and their intersection with geographic visualization, which offers a new way of articulating and representing children’s experiences and their contextualized spatial narratives. This chapter also shows an effort to represent non-representable children’s affective and emotional geographies by contributing to the theory of emotion/affect and children’s geographies in relation to mapping and geovisualization.
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Jung, JK. (2017). Affective Geovisualization and Children: Representing the Embodied and Emotional Geographies of Children. In: Skelton, T., Aitken, S. (eds) Establishing Geographies of Children and Young People. Geographies of Children and Young People, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-4585-88-0_22-1
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DOI: https://doi.org/10.1007/978-981-4585-88-0_22-1
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Affective Geovisualization and Children: Representing the Embodied and Emotional Geographies of Children- Published:
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DOI: https://doi.org/10.1007/978-981-4585-88-0_22-2
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Affective Geovisualization and Children: Representing the Embodied and Emotional Geographies of Children- Published:
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DOI: https://doi.org/10.1007/978-981-4585-88-0_22-1