Childhoods in Projects: Children’s Lives in Stigmatised Neighbourhoods

Children's everyday lives, Childhood studies, Territorial stigma, Place attachment, Neighbourhood studies, Community studies, Local communities, Urban marginalisation, Care, Parenting, Racialisation, public spaces, Community-based social work, architectural anthropology

The thesis examines how children aged 4–11 and their parents living in territorially stigmatised public housing estates create attachments to — and distance themselves from — local places, communities, and institutions, and how these everyday practices shape social connections and social differentiation in the local community. The thesis consists of a synopsis and three articles.

The research project is based on eight months’ fieldwork in two public housing estates — Taastrupgaard and Gadehavegaard — in the Copenhagen’s West End. The two neighbourhoods have been on the official list of ‘hard ghetto’ areas and are subject to policy measures that promote social mixing and the integration of the neighbourhoods into their surroundings. These interventions explicitly aim to ensure that the children who grow up here gain a better understanding of ‘Danish norms and values’. Nevertheless, there is limited knowledge of how growing up in these neighbourhoods affects children, and of how children’s lives shape neighbourhood relations, parenting, and the neighbourhoods’ symbolic status.

Through participant observation of everyday life, leisure activities, and housing‑based social work in public space, as well as participant‑oriented and place‑sensitive interviews with children, parents, and professionals, the thesis offers a nuanced account of the relationship between children’s and parents’ agency and the structural conditions that enable attachment to — or distancing from — local places and communities in stigmatised neighbourhoods. The thesis shows that attachment to place can be understood as a relational practice rooted in the topography of neighbourhoods and, at the same time, encompassing an ambivalent and mutual moral obligation to a social community.

The thesis draws on childhood studies’ understanding of children’s agency and connects this with anthropological and phenomenological theories of how meaning arises in a dialectical interplay between social practices and the topography of place (understood as the material, historical, symbolic, and political aspects that constitute a place). It also engages with theories and scholarship on territorial stigmatisation, neighbourliness, and the social figurations between established groups and outsiders.

In the thesis synopsis, I describe how shifting housing‑ and integration‑policy rationales, architectural ideals, and socio‑economic dynamics since the 1960s have shaped places and the conditions for children’s lives and neighbourliness in public housing estates. The analyses show how the concentration of socially vulnerable residents and the territorial stigmatisation of residential areas are the result of structural processes, state governance logics, and housing‑policy priorities that include a racialisation of social problems and a pedagogisation of public space, which shape norms for parenting and children’s public lives in residential areas through legislation and housing‑based social work.

The first article, ‘Growing up in the “Ghetto”’, describes differences in children’s place attachments as an interplay between materiality, architecture, social processes, and symbolic status. The article shows how children orient themselves both towards peer communities and towards local communities and their moral status. At the same time, the analysis shows how children’s lives in stigmatised neighbourhoods are entangled in — and can catalyse — social, racialised hierarchies and internal divisions, but can also build bridges between social groups, strengthen neighbouring, and contribute to the destigmatisation of neighbourhoods.

In the second article, ‘Parenting in the Courtyard’, I analyse how children’s lives in public space render parenting a moral practice that reflects parents’ social status and the respectability of their neighbourhood. The article describes how parenting is negotiated in daily encounters between parents, and between parents and children, and how parenting practices that follow cultural notions of intensive parenting can strengthen parents’ social status and attachment or — if they diverge from such dominant notions — lead to marginalisation and to distancing from places and communities in the neighbourhood. The article offers a deeper understanding of the connections between parenting, local communities, and territorial stigmatisation, and demonstrates the value of a contextualised understanding of parenting as a moral and place‑based practice.

The third article, ‘Local Connections in Disadvantaged Neighbourhoods’, elaborates on the significance of housing‑based social work for children’s lives and parenting in stigmatised neighbourhoods. The article shows how such initiatives can strengthen connections and trust between children, parents, professionals, and civil society. Through an analysis of two different projects, the article explains how a place‑based pedagogy can create conditions for children’s mobility and participation in social communities in the neighbourhood, while also reinforcing culturally dominant norms for parental involvement in their children’s lives and for children’s participation in local communities. Furthermore, such initiatives can counter professionals’ negative expectations and — through their familiarity with the local community — demonstrate how parents, civil society, and institutions may be resources for one another. However, the social work carried out in these communities is shaped by political governance logics and culturally dominant understandings of what constitutes good parenting and childhood and can therefore, in practice, reinforce established social hierarchies and symbolic boundaries between neighbours.

Overall, the analyses reveal the complex dynamics that shape children’s and parents’ attachments to stigmatised neighbourhoods. On the one hand, children and parents are social actors who can shape local relationships and the symbolic status of places through everyday practices that are intertwined with the architecture and materiality of the neighbourhoods, the racialisation of social relations through stigma, and political and housing‑based initiatives that seek to shape places and norms for parenting and childhood in the neighbourhoods. On the other hand, children’s and parents’ attachment practices also involve a mutual moral obligation that can sharpen social hierarchies and distinctions between established social groups that adhere to these moral norms and marginalised outsiders. Based on these analyses, the thesis shows how children’s place‑making practices and varying connections to local communities arise in relation to their positions within local hierarchies between established groups and outsiders. Thus, children’s lives can be a source of local anchoring and encounters that strengthen neighbouring and local identity, but they are also part of the dynamics that create social differentiation and internal divisions in stigmatised neighbourhoods.

The thesis contributes insights into how variations in children’s attachments to place arise and how their practices are also oriented towards local communities, neighbourhoods’ social respectability, and symbolic status. Furthermore, the thesis shows how increased attention to children’s perspectives can help us identify social dynamics within related fields of research: neighbourhood studies, parenting studies, and studies of urban marginalisation processes and territorial stigmatisation.

Finally, the thesis discusses how its analyses are relevant to the physical transformations initiated in Taastrupgaard, Gadehavegaard, and 13 other public housing estates. These measures are intended to break the isolation of these areas by opening urban spaces — physically and socially — to the surrounding communities. The recommendations highlight the constructive potential of children’s lives to create social connections and cohesive local communities. This potential can be strengthened by involving children as co‑creators, citizens, and social actors, for example through housing‑based social initiatives that can counteract the dynamics that create social differentiation and hierarchies between neighbours.

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