In 31 August 2016, I will be part of a panel in the International Conference ‘Nexus Thinking’ at the Royal Geographical Society (RGS). The Annual International Conference is the largest annual geography conference in Europe, with over 1,500 delegates from 60 countries taking part in more than 375 academic sessions. The programme for this year’s conference is now live.
The theme of the Royal Geographical Society’s Annual International Conference is nexus thinking, an approach has attracted a surge of interest in the last five years among academics, policy-makers and third sector organizations. The aim of nexus thinking is to address the interdependencies, tensions and trade-offs between different environmental and social domains. According to the organisers, this year’s conference offers an opportunity to demonstrate the power of geographical thinking to work across disciplinary boundaries, to think relationally and to make connections across time and space.
I am thrilled to be attending a conference, whose topic has strong resonance to my doctoral research. In searching the ways young people of socially disadvantaged young people experience their local heritage, the conference will provide me cross-disciplinary thinking and contemporary knowledge of young people’s geographies. I will specifically be part of the panel ‘Geographies of youth, schools and education’ at the second day of the conference, that will focus on the geographies of young people’s education and address the contribution of nexus thinking to young people’s multicultural education, environmental awareness and use of new technologies in and out of school. The conference panel is going to encourage debate about young people’s sense of educational spaces, including what nexus thinking might add to existing educational and local approaches and what its potential might be as an interdisciplinary method in making change to the everyday lives of young people. My paper will specifically make space for reflections on the localised conceptualisation of contemporary museum spaces and the spatial dimensions of heritage learning in working with young people on the margins of society.