ABSTRACT

In a collaboration with Seven Stories: The National Centre for Children’s Books, university students and primary school children were brought together through methods of intergenerational practice (IGP). Across consecutive academic years, the project has seen 136 students embark on an exploration of geographies of gender and generation with 120 primary school children. By utilising creative learning in teaching the project addresses threshold concepts in understanding, in this case, IGP (methods of intentional age integration). The purpose of this paper is to analyse the promotion of IGP through emergent critical reflections. These reflections are situated within academic debate on the use of IGP in children’s and young people’s geographies.

摘要

与七个故事：国家儿童图书中心合作，通过代际实践（IGP）的方法将大学生和小学生聚集在一起。在连续几个学年中，该项目已让 136 名学生与 120 名小学生开始探索性别和代际地理。通过在教学中利用创造性学习，该项目解决了理解的门槛概念，在本例中是 IGP（有意年龄整合方法）。本文的目的是通过紧急批判性反思来分析 IGP 的推广。这些思考属于关于在儿童和青少年地理中使用 IGP 的学术辩论。