Abstract
ABSTRACTThis article shares a video produced by a group of 13-14 year-old students to represent their interpretation of a sense of place. The work was part of a research case study with a geography class that looked into an alternative place pedagogy, which developed around a day's fieldwork. The article discusses the literature related to the use of geographical video making by young people. Work by Burn (2014), Jewitt (2012) and Kress (2010, 2014) informed the process and analysis of video making. The research reported here recognises the significance that Somerville (2010) gave to representation for developing place knowledge. The article discusses how the students' video negotiated Massey's (2005) criticism of place representation for being static, and, in the process, created a dynamic sense of place. Finally, the article reveals how the students' experiences of video making had wider implications for engagement, autonomy, building social capital and their ability to think geographically.
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