Movement, Mobilities, and Journeys

Geographies of Children and Young People Volume 6 Editor-in-Chief Tracey Skelton Department of Geography National University of Singapore Singapore, Singapore Geographies of Children and Young People is a Major Reference Work comprising 12 volumes that pulls together the best international reflective and innovative scholarship focusing on younger people. Volumes 1 and 2 establish and critically engage with the theoretical, conceptual, and methodological groundings of this geographical subdiscipline. Volumes 3–11 provide in depth thematic analysis of key topical areas pertinent to children’s and young people’s lives: space, place and environment; identities and subjectivities; families and peer groups; movement and mobilities; politics and citizenship; global issues and change; play and well-being; learning and labouring; conflict and peace. Volume 12 connects both academic, policy, and practitioner based work around protection and provision. Series Titles 1. Establishing Geographies of Children and Young People 2. Methodological Approaches 3. Space, Place, and Environment 4. Identities and Subjectivities 5. Families, Intergenerationality, and Peer Group Relations 6. Movement, Mobilities, and Journeys 7. Politics, Citizenship, and Rights 8. Geographies of Global Issues: Change and Threat 9. Play and Recreation, Health and Wellbeing 10. Labouring and Learning 11. Conflict, Violence, and Peace 12. Risk, Protection, Provision, and Policy More information about this series at http://www.springer.com/series/13414 Caitríona Ní Laoire • Allen White Editors Tracey Skelton Editor-in-Chief Movement, Mobilities, and Journeys With 15 Figures and 6 Tables Editors Caitríona Ní Laoire School of Applied Social Studies University College Cork Cork, Ireland Allen White College of Arts, Celtic Studies and Social Sciences University College Cork Cork, Ireland Editor-in-Chief Tracey Skelton Department of Geography National University of Singapore Singapore, Singapore ISBN 978-981-287-028-5 ISBN 978-981-287-029-2 (eBook) ISBN 978-981-287-030-8 (print and electronic bundle) DOI 10.1007/978-981-287-029-2 Library of Congress Control Number: 2016942865 # Springer Science+Business Media Singapore 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd. Series Preface Geographies of Children and Young People now constitutes a major subdiscipline within Geography. This is a very exciting and influential time in its development. Hence, it is important to capture the dynamism, depth, and breadth of the subdiscipline within a Major Reference Work (MRW). Springer Major Reference Works are produced in such a way that updating and editing of the online version can be done every few years. This means that the publication does not fix the data, debates, and delivery but rather moves and evolves with the subdiscipline it self. The intention and expectation of this MRW is that this substantive collection will be the go-to resource for scholars, educators, and practitioners working with children and young people. While founding scholarship was published in the 1970s and 1980s, the dramatic expansion of research and publication in the field really began in the late 1990s and has continued exponentially. The last decade has witnessed a substantive increase in graduate student research projects and a surge in university-level teaching related to children’s and young people’s geographies. It is therefore extremely timely that his 12-volume major reference work has been produced. Together as Editor-in-Chief, Volume Editors, and Authors, we have developed the largest single collection of geographic work focusing on children and young people in the world. Intellectually, the work reaches beyond geography to the wider social and behavioral sciences; many of the authors in the series are not geographers, and so, the collection is healthily and engagingly transdisciplinary. Anyone working with children and young people will find chapters that connect very effectively with their own interests. Specialists as well as graduate and tertiary education students will find relevant work distributed throughout the MRW or locate everything they might need within one thematic volume. This Series was founded on certain key intellectual and political principles. Working with young people and children within the academy has not always been easy nor a straightforward pathway for academics. It has taken time for scholars to convince their colleagues of the following: that children and young people really matter; that they should not be marginalized by the academy; that they have competency and agency and play important roles in society; and that they should be taken seriously as people regardless of age or size. This 12-volume collection is material evidence of the academic importance of children and young people in our world. v vi Series Preface The MRW is determinedly international in approach, in authorship, and in content. The huge diversity of nations and territories explored in the collection as well as the geographic locations of author contributors is a real testament to the commitment of the Editor-in-Chief and Volume Editors to be genuinely international. Children and young people are everywhere on the planet, hence it is imperative that this Series reflects that ubiquity. Drawing from scholars and scholarship from within and about the majority world has been a key achievement for each volume. Another aspect of inclusivity relates to authorship. Foundational, well-established, and early career scholars are all well represented throughout the volumes. The 12 volumes work collectively as a series and also stand alone as single books. The volumes are lengthy and contain between 25 and 35 full chapters; each volume is an excellent resource of expertise, content, and analysis. Volume 1, Establishing Geographies of Children and Young People, is designed to pull together some of the foundational work in the sub discipline; demonstrate the emergence and establishment of particular philosophical, theoretical, and conceptual themes; and capture the diversity of geographic work on children and young people as it connects with other sub- and disciplinary approaches. This volume presents the key founding elements of the sub discipline. Volume 2, Methodological Approaches, explores the grand array of methodological approaches and tools that children’ and young people’s geographers, and other social and behavioral scientists, have worked with, adapted, and invented. Chapters explore research practices, techniques, data analysis, and/or interpretation. Working with younger people in research demands different ways of doing research and hence addressing the complexities of power relations. Methodologically, innovation and experimentation have been very important. Space, Place, and Environment (Vol. 3) takes these three central geographic concepts and debates and extends them. The volume is structured around five subsections: Indigenous Youth – Space and Place; Children, Nature, and Environmental Education; Urban Spaces; Home Spaces and Homeless Spaces; and Border Spaces. Several of these themes are explored in fuller depth in subsequent specialized volumes. Volumes 1 and 3 will be particularly useful starting points for readers less familiar with geography as a discipline. Volume 4, Identities and Subjectivities, is designed to focus on the stuff of life and living for younger people. The chapters examine who young people and children are and what their social identities and subjectivities mean in the context of their spatial experiences. The volume explores identity formation and the spatial meaning of identities and subjectivities in relation to a broad range of social relations. The chapters explore how young people’s senses of selfhood and belonging emerge through complex processes of inclusion, exclusion, and marginalization and the important role played by representation, discourse, and creativity. In Vol. 5, Families, Intergenerationality, and Peer Group Relations, the focus is on the ways in which children and young people are relationally connected with others. Section I demonstrates that familial relationships and the spatiality of the home are extremely important in all children’s and young people’s lives, even though the patterns and structures of families and the spaces/places of home varyvi Series Preface geographically and temporally. Section II innovatively examines the complexities and spatialities of extrafamilial intergenerational relationships and the Series Preface vii complex meanings of age relationality. Section III emphasizes children’s and young people’s relationships with one another. This includes work on geographies of emotion and affect, bodies and embodiment. The mobility turn in geography has been highly influential in the social sciences. Children’s and young people’s geographers have been significant in the paradigmatic shift around mobilities and immobilities. In Vol. 6, Movement, Mobilities, and Journeys, contributors examine the role children and young people play in these “travels” in a range of diverse global contexts. The chapters collectively provide theoretical, empirical, and methodological insights and examples of actual movement combined with analysis of a range of complex contexts, spatialities, and temporalities that facilitate or hamper mobility. Volume 7 takes us into the realm of children and young people as political beings. Politics, Citizenship and Rights explores the political geographies of younger people in order to bring analytical attention to intricacies of the policies that specifically affect young people and children, alongside the politics at play in their everyday lives. Divided into four sections, the volume interrogates the spatialities of the rights of the child, children and young people’s agency in politics, youthful practices and political resistance, and active youth citizenship. Volume 8, Geographies of Global Issues, unites three broad research themes that are often examined separately: economic globalization and cultural change; international development; and children and young people’s connections with climate change, natural hazards, and environmental issues. What pulls these themes together is the recognition that younger people are important actors and agents within these processes and that their engagement/disengagement is crucial for the planet’s future. In Vol. 9, Play, Recreation, Health and Wellbeing, important, well-established, but often contentious foci of children’ sand young people’s lives are examined conceptually, temporally, spatially, in practice, and through representation. Many of the debates about children’s embodiment revolving around obesity, unfitness, wellness, and neglect are relatively new in the social sciences, and geographers have played important roles in their closer scrutiny. Volume 10, Labouring and Learning, provides an integrated and multidimensional approach to understanding what learning and laboring mean to children and young people. The two concepts are explored in depth and breadth in order to capture the variance of what work and education mean and how they are practiced in different places and at different times through childhood and youth. Key thematic areas for this volume include social reproduction, transitions, aspirations, and social and cultural capital. In Conflict, Violence and Peace (Vol. 11), the emphasis is on the ways in which children are impacted and affected by, and involved with, highly problematic and fragile conditions of war, violence, conflict, and peace. As more and more younger people experience a range of conflicts and social, economic, and political violence, it is essential to examine what happens to them and what roles they play in processes such as asylum, child soldiering, terrorism, counterterrorism, ending conflict, and building peace. Volume 12, Risk, Protection, Provision and Policy, serves to connect academic research and policy and planning that affects children and young people. Policy, planning, and provision are often purportedly about reducing risk and offering protection but are also associated with the control viii Series Preface and containment of younger people, particularly spatially. The chapters explore the ways in which policies at different scales affect children and young people in terms of their access to space and their life chances. This Series is an extremely rich, varied, and vibrant collection of work centered on geographies of children and young people. Just as children and young people bring vibrancy, diversity, and complexity to our worlds, so this MRW is designed to showcase, deepen, and develop the geographic scholarship that captures, albeit partially, the fascinating social heterogeneity and diverse spatialities of children’s and young people’s lives. National University of Singapore, Singapore May 20, 2015 Tracey Skelton MA Oxon, Ph.D. Editor-in-Chief Preface This volume brings together a range of contributions exploring the diverse ways in which children and young people experience movements, im/mobilities, and journeys at different geographical scales and in different socio-spatial contexts. It provides a snapshot of recent work within the geographies of children and young people which has engaged with emerging conceptualizations of mobility and immobility, and builds on existing research on migration, movement, and settlement. The collection reflects the richness of current scholarship in this area, which draws on, and makes important contributions to, theoretical developments and influences both within and beyond the subdiscipline of children’s and young people’s geographies. From its initial conceptualization, this volume was not envisaged as the “definitive account” of the state of the art in research on the geographies of child and youth movements and mobilities. Rather, the intention was (and is) to open up debate and understandings about the movement and mobility of children and young people from a variety of different perspectives drawn from multiple theoretical positions and based in diverse empirical contexts. When identifying and approaching contributors, the volume editors sought to enlist a diverse set of topics and geographical contexts to be covered. The breadth of topics covered reflects the varied ways in which ideas of mobility and immobility are currently being considered by child/youth researchers. Topics covered in the volume include children’s and young people’s experiences of phenomena such as transnational migration, everyday mobility, social im/mobilities, settlement, navigations of belonging, educational mobility, medical travel, citizenship, trafficking, labor migration, borders, and boundaries. The collection is notable for the wide range of geographical contexts represented, including global South and North, and the variety of types of movements examined – from local to global mobilities, everyday to life-changing journeys – and incorporating movements bound up in different ways with processes of socio-spatial inclusion and exclusion. In this way, the intention of the volume is to open up a range of interrelated questions surrounding the migration and mobility of children and young people, such as (but not limited to): who counts as child/young person?; what forms of movement (and journeys) count as migration and/or mobility?; how and why do children’s and young people’s movements matter?; how are mobilities and immobilities related?; what resources and tools do children and young people draw on as ix x Preface part of their experiences of movement, migration, and im/mobility?; which socioeconomic and cultural barriers and borders must be negotiated as part of these experiences?; which institutions (families, schools, NGOs) and socioeconomic and political systems (health and welfare systems, labor markets, asylum, and immigration regimes) play a role shaping these movements?; what are the relevant and important scales (local, national, global) within which these processes can be examined?; how are children’s and young people’s mobilities constructed and understood? A number of core themes are highlighted in the volume: the conceptualization of children and young people’s migration and mobilities; the relationship(s) between mobility, immobility, and social and spatial exclusion; the significance of educationrelated international youth mobility and migration; the mobilities of children and young people at different scales, such as localities, city spaces, and regions; the ways in which migrant children construct senses of belonging (or not) in host societies; and the roles of borders and family networks in shaping the migration and mobility of children and young people. The volume is structured around these six themes, but the themes overlap and interconnect across the chapters in different ways. In fact, taken together, the chapters highlight a number of key shared considerations that are currently of concern to those working in this field. All of the contributions are attentive to children’s and young people’s subjectivities, agency, and perspectives in the context of an adult-dominated world. Together they highlight: firstly, the complexities of children’s mobilities and the need to move beyond over-simplified and often dichotomized understandings of children’s mobilities and migrations; secondly, the importance of recognizing the diversity of geographical scales in children and young people’s movements, and in particular, of the ways in which small-scale movements intersect with global mobilities and migrations in children’s and young people’s lives; thirdly, the interdependent and relational nature of children’s and young people’s mobilities and migrations; and finally, the importance of social, material, political, and family contexts in understanding how children and young people experience mobility, immobility, and migration. The volume highlights the centrality of mobility and movement to understanding contemporary society and in particular to understandings of the geographical worlds of children and young people. It highlights the richness of current research in the area, pointing to fruitful directions for future theoretical, conceptual, and methodological agendas and provides a valuable platform from which to further enhance geographical understandings of the children’s and young people’s movements, im/mobilities, and journeys. Cork, Ireland Caitríona Ní Laoire Allen White Contents 1 Introduction to Movement, Mobilities, and Journeys in Geographies of Children and Young People . . . . . . . . . . . . . . . . . . Allen White and Caitríona Ní Laoire 1 2 Children’s Mobilities: Methodologies, Theories, and Scales Pia Christensen and Susana Cortés-Morales ..... 13 3 Children and Young People in Migration: A Relational Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roy Huijsmans 45 Vietnamese Children Trafficked for Forced Labor to Ho Chi Minh City, Vietnam: Exit, Return, and Reintegration Sallie Yea ... 67 Dominant Positionings and Paradoxical Mobilities: Child Migrants in Java, Indonesia . . . . . . . . . . . . . . . . . . . . . . . . . Harriot Beazley and Dyann Ross 85 4 5 6 7 8 9 Aspirations and Social Mobility: The Role of Social and Spatial (Im)mobilities in the Development and Achievement of Young People’s Aspirations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sonja Marzi 111 Violence, Borders, and Boundaries: Reframing Young People’s Mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ailsa Winton 131 Young Migrants’ Educational Achievement: Moving to Inequality in Galway City, Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Valerie Ledwith and Kathy Reilly 151 Geographic Origin and Social Class as “Geoclass” and the Education of Migrant Children in China 1980–2013 . . . . . . . . . . . Julia Kwong 169 xi xii 10 11 12 13 14 15 16 Contents Lessons in Transnationality: Education-Related Mobility of Young People in Germany and Its Self-Reinforcing Effects . . . . . . Michael Weichbrodt 187 Experiencing the Different Everyday on an International School-Led Trip: A New Zealand Example . . . . . . . . . . . . . . . . . . Margie Campbell-Price and Tara Duncan 209 Theorizing Mobilities in Children’s Educational Experiences: Promises and Pitfalls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Johanna L. Waters 231 Children and Youth’s Mobile Journeys: Making Sense and Connections Within Global Contexts . . . . . . . . . . . . . . . . . . . . . . . Diane Farmer 245 Migrant Children in Cities: The Spatial Constructions of Their Everyday Lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Daniela Sime 271 Children Seeking Health Care: International Perspectives on Children’s Use of Mobility to Obtain Health Services . . . . . . . . Cecilia Vindrola-Padros and Ginger A. Johnson 289 Children’s Independent Mobility: Antecedents and Consequences at Macro- and Microlevels . . . . . . . . . . . . . . . . . . . . Maria Giuseppina Pacilli, Ilaria Giovannelli, and Federica Spaccatini 307 17 Children in Transnational Family Migration . . . . . . . . . . . . . . . . . Naomi Tyrrell and Gina Kallis 18 Belonging and Identification: Challenges and Negotiations in Refugee Children’s Everyday Life in Norway . . . . . . . . . . . . . . Josée Archambault and Gry Mette D. Haugen 19 Migrant Children, Global Consumer Culture, and Multiple Belongings: Children’s Experiences of Migrating to Ireland . . . . . Allen White, Naomi Tyrrell, Fina Carpena-Méndez, and Caitríona Ní Laoire 329 347 369 20 Child Circulation and West African Migrations Cati Coe .............. 389 21 Autonomous Child Migration at the Southern European Border . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mercedes G. Jiménez-Alvarez 409 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433 About the Editors Dr. Caitríona Ní Laoire is Lecturer in Applied Social Studies, and Research Associate of the Institute for Social Sciences in the 21st Century, at University College Cork. Her research interests coalesce around the themes of migration/diaspora, childhood/youth, gender, equality, rurality, and identities, and the use of qualitative research methods such as life-narrative and children-centered methods. Her research has focused in particular on understanding young people’s lives and identities within their socio-spatial contexts, contributing to in-depth understandings of the power relations inherent in and the multiple lived realities of being young in and of contemporary Ireland. Between 2005 and 2009, she led a Marie Curie Excellence Team project on migrant children’s experiences of moving to and living in “Celtic Tiger” Ireland. As part of that project, she explored the experiences and identity processes of children who moved to Ireland with their return migrant parent(s), focusing in particular on family and peer dynamics, negotiations of inclusion/exclusion and identities, and on relationships with place. This was set within the context of intergenerational relations within families, in particular child-parent relations, and involved the use of children-centered research methods. Previously, her research explored rural youth identities in the context of changing rural realities, with particular emphasis on gendered identities, rural masculinities, farming identities, and rural outmigration. She has published widely on these themes, including the monograph Childhood and Migration in Europe (co-authored with A. White, N. Tyrrell, and F. CarpenaMéndez) and articles in journals including Childhood, Journal of Ethnic and Migration Studies, Social and Cultural Geography, Children’s Geographies, Identities, Irish Geography, and Sociologia Ruralis. xiii xiv About the Editors Dr. Allen White is Research Officer for the College of Arts, Celtic Studies and Social Sciences, University College Cork. He has over 14 years experience lecturing and teaching undergraduate and postgraduate students in Ireland and the UK and has published over 20 peer-reviewed publications (including 10 articles, 3 coauthored/edited books, 3 coedited special issues, and 4 book chapters). He has worked on successive externally funded research projects (funded by Marie Curie Actions and NORFACE) and has taken a leading role in developing research strategy and planning in national fora and contexts. He has played a central role developing supports and assisting colleagues preparing applications for funding that have successfully drawn down millions of euro in research funding. His research interests lie in exclusion of specific transnational groups (including migrant children and youth) and the changing social and political geographies of asylum, identity, and citizenship within a globalized Ireland. Editor-in-Chief Tracey Skelton is Associate Professor of Human Geography in the Department of Geography at the National University of Singapore. She was previously Professor of Critical Geographies at the University of Loughborough in the UK. The essential elements of her research career focus on people who are socially, politically, and intellectually excluded. Her early work focused on the Caribbean and issues of gender and racial inequality, feminist geographies, and methodological analysis. She has contributed to culture and development debates, particularly through her longitudinal research on the island of Montserrat. Recently, A/P Skelton returned to this field of scholarship through research with volunteers and host organizations in Cambodia as part of a major comparative and collaborative project on development partnerships. She was the principal investigator of a major comparative urbanism research project on the livability, sustainability, and diversity of four Asian cities: Busan in South Korea, Hyderabad in India, Kunming in China, and Singapore. A/P Skelton is a recognized international leader in the subdiscipline of children’s and young people’s geographies. In particular, her work has served to challenge the invisibility and marginalization of young people from geographic academic research at the same time as it has demonstrated the rich and varied ways in which young people live their lives both spatially and temporally alongside, but differently from, adults. Her research work has been funded by key research institutions such as the Economic and Social Research Council and the Arts and Humanities Research Council of the UK; the Faculty of Arts and Social Science Academic Research Fund and the Global Asia Institute, both of the National University of Singapore; the Australian Research Council; and the Social Science and Humanities Research Council of Canada. A/P Skelton was a founding editorial board member of the international journal Children’s Geographies and has been the Viewpoints Editor since 2005 and became the Commissioning Editor for Asia in 2010. She is on the editorial boards of the following journals: Geoforum, the Singapore Journal of Tropical Geography, xv xvi Editor-in-Chief Geography Compass, and ACME: International Journal of Critical Geographies (open access). She has coauthored 2 books, edited 3 collections, guest-edited 2 special journal issues, and published more than 70 journal articles and chapters. She is a passionate teacher and graduate supervisor. She is committed to the politics of research dissemination in accessible formats, in particular to enable the participants in her research projects to understand and recognize their coproduction of knowledge whether through specialized small-scale workshops, translation of reports into local languages, or production of audiovisual materials. Contributors Josée Archambault Norwegian Centre for Child Research, Norwegian University of Science and Technology, Trondheim, Norway Harriot Beazley Faculty of Arts, Business and Law, University of the Sunshine Coast, Sippy Downs, QLD, Australia Margie Campbell-Price College of Education, University of Otago, Dunedin, New Zealand Fina Carpena-Méndez Department of Anthropology, Oregon State University, Waldo Hall, Corvallis, OR, USA Pia Christensen School of Education, University of Leeds, Leeds, UK Cati Coe Department of Sociology, Anthropology, and Criminal Justice, Rutgers University, Camden, NJ, USA Susana Cortés-Morales School of Education, University of Leeds, Leeds, UK Tara Duncan Department of Tourism, University of Otago, Dunedin, New Zealand Diane Farmer Department of Social Justice Education, OISE of the University of Toronto, Toronto, ON, Canada Ilaria Giovannelli Department of Scienze Politiche, University of Perugia, Perugia, Italy Gry Mette D. Haugen Diversity and Inclusion, NTNU Samfunnsforskning, Trondheim, Norway Roy Huijsmans International Institute of Social Studies (ISS) of Erasmus University Rotterdam, The Hague, The Netherlands Institute of Social Studies, The Hague, The Netherlands Mercedes G. Jiménez-Alvarez Centro de Investigação sobre o Espaço e as Organizações (CIEO), University of Algarve, Faro, Portugal Ginger A. Johnson Anthrologica, Oxford, UK xvii xviii Contributors Gina Kallis School of Geography, Earth and Environmental Sciences, Plymouth University, Plymouth, UK Julia Kwong Faculty of Arts, University of Manitoba, Winnipeg, MB, Canada Valerie Ledwith School of Geography and Archaeology, National University of Ireland, Galway, Galway, Ireland Sonja Marzi School of International Development, University of East Anglia, Norwich, UK Caitríona Ní Laoire School of Applied Social Studies, University College Cork, Cork, Ireland Maria Giuseppina Pacilli Department of Scienze Politiche, University of Perugia, Perugia, Italy Kathy Reilly School of Geography and Archaeology, National University of Ireland, Galway, Galway, Ireland Dyann Ross Faculty of Arts, Business and Law, University of the Sunshine Coast, Sippy Downs, QLD, Australia Daniela Sime School of Social Work and Social Policy, University of Strathclyde, Glasgow, UK Federica Spaccatini Department of Scienze Politiche, University of Perugia, Perugia, Italy Naomi Tyrrell School of Geography, Earth and Environmental Sciences, Plymouth University, Plymouth, UK Cecilia Vindrola-Padros Department of Applied Health Research, University College London (UCL), London, UK Johanna L. Waters Department for Continuing Education and School of Geography and the Environment, University of Oxford, Oxford, UK Michael Weichbrodt Institute for Geography, University of M€unster, M€unster, Germany Allen White College of Arts, Celtic Studies and Social Sciences, University College Cork, Cork, Ireland Ailsa Winton El Colegio de la Frontera Sur, Chiapas, CP, Mexico Sallie Yea Centre for Geography and Environmental Science, Monash University, Clayton, VIC, Australia