Abstract. This article confronts a persistent challenge in research on children's geographies and politics: the difficulty of recognizing forms of political agency and practice that by definition fall outside of existing political theory. Children are effectively “always already” positioned outside most of the structures and ideals of modernist democratic theory, such as the public sphere and abstracted notions of communicative action or “rational” speech. Recent emphases on embodied tactics of everyday life have offered important ways to recognize children's political agency and practice. However, we argue here that a focus on spatial practices and critical knowledge alone cannot capture the full range of children's politics, and show how representational and dialogic practices remain a critical element of their politics in everyday life. Drawing on de Certeau's notion of spatial stories, and Bakhtin's concept of dialogic relations, we argue that children's representations and dialogues comprise a significant space of their political agency and formation, in which they can make and negotiate social meanings, subjectivities, and relationships. We develop these arguments with evidence from an after‐school activity programme we conducted with 10–13 year olds in Seattle, Washington, in which participants explored, mapped, wrote and spoke about the spaces and experiences of their everyday lives. Within these practices, children negotiate autonomy and self‐determination, and forward ideas, representations, and expressions of agreement or disagreement that are critical to their formation as political actors.

中文翻译：

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绘制儿童政治图：空间故事、对话关系和政治构成


摘要。本文在儿童地理学和政治学研究中面临着一个持续的挑战：认识到政治机构和实践的形式在定义上不属于现有政治理论的困难。儿童实际上“总是已经”处于现代主义民主理论的大多数结构和理想之外，例如公共领域和交往行为或“理性”言论的抽象概念。最近对日常生活的具体策略的强调为认识儿童的政治能动性和实践提供了重要的方法。然而，我们在这里认为，仅关注空间实践和批判性知识无法捕捉儿童政治的全部范围，并表明代表性和对话实践如何仍然是他们日常生活中政治的关键要素。借鉴德塞托的空间故事概念和巴赫金的对话关系概念，我们认为儿童的表征和对话构成了他们政治机构和形成的重要空间，他们可以在其中创造和协商社会意义、主体性和关系。我们根据在华盛顿州西雅图对 10-13 岁的孩子进行的一项课后活动计划的证据来阐述这些论点，在该计划中，参与者探索、绘制、书写和谈论他们日常生活中的空间和经历。在这些实践中，儿童协商自主权和自决权，并提出对于他们作为政治行为者的形成至关重要的想法、陈述和同意或分歧的表达。