GEOG 305 | Population, health and society

Essay: Child-friendlier Cities

This essay is designed to assess your ability to research and critically assess academic information. You have been provided with a set of starter sources for this essay. These sources are listed below. In tutorials 1-2, you will begin evaluating the literature related to child-friendlier cities by discussing two of the listed sources (highlighted below) in detail with your tutor and classmates. It is strongly recommended that you familiarise yourself with all of the sources in the list provided before you start reading more widely.

Essay one set question (2500 words +/- 10%):

Using examples from the literature on child friendlier cities, critically discuss the barriers AND opportunities for Auckland being a child friendlier city.

*Due: 25th August, 10pm (submitted to Canvas)

*Worth 20% of your final grade


●   Word limit 2500 words (plus or minus 10%, excluding references, figures and tables)

●   12-point font (Times New Roman)

●   1.5 line spacing

●   Reference list provided, not a bibliography. Only include those references cited in-text.

Submitting your essays (as per your course guide):

●   You are required to submit a digital copy of essays one to Canvas by the due date listed above. Make sure you screenshot your successful submission and email it to yourself. This is your receipt of on‐time submission.

●   Please see the extension policy in the Course Guide.

●   If you have grounds for a compassionate extension contact Salene before the due date.

●   Do NOT submit your work directly to Turnitin. Once submitted to Canvas, your work will automatically be checked by the facility for plagiarism. Canvas and Turnitin are linked.

●   There is an assumption that work submitted complies with the University of Auckland Academic Integrity guidelines in the Course Guide. Please see the Student Academic Conduct Statute on Canvas

●   Referencing guidelines: The essays must be referenced appropriately and be accompanied by a reference list. The guidebooks titled ‘How to guide to essay writing’ and ‘How to guide to referencing’ can be found on Canvas if you have further questions. You are welcome to use any recognised referencing style.

●   If you have problems uploading your assignment to Canvas, please email it as an attachment to Salene (as proof of on-time submission) and keep trying to submit via Canvas. All work must be uploaded to Canvas.

Please do not use:

●   Quotes – paraphrase all ideas. Quotes will not be marked. No quote marks on quoted material is plagiarism even with an in‐text citation

●   Rhetorical Questions: we want the answer not a question

●   Bullet Points: answer needs to be paragraph form

●   Abbreviations

●   Subheadings

●   Avoid personal pronouns such as I, you, us and them. Keep your language as formal as possible. For instance, generally you should avoid the use of ‘we’. Who is ‘we’?

●   Colloquialisms (slang). Again, keep your language as formal as possible

●   Gendered Language: If unsure please visit‐and‐tools/gender‐inclusive language/

●   Overly emotive and/or value laden terms

How will your essay be graded?

Your essays will be graded according to how well the following abilities are demonstrated:

1)         Interpretation of the task

2)        Quality of structure

3)        Quality of argument

4)        Quality of written expression

5)                    Appropriateness of peer-reviewed sources to support argument

6)        Linking to a range of peer-reviewed sources (a minimum of ten cited in-text)

7)        Application of peer reviewed sources to support your argument

8)        Use of examples from assigned sources to support your argument

9)        Referencing in a recognised academic style (reference list and in-text)

 10)       Formatting and presentation (1.5 line spacing, Times New

Roman 12-point font, word count)

Assigned academic sources

*Sources can be accessed via Canvas – Reading Lists (for the links to work, please make sure you are logged into the library website):

Biggs, S., & Carr, A. (2015). Age-and Child-Friendly Cities and the Promise of Intergenerational Space. Journal of Social Work Practice, 29(1), 99-112.

Carroll, P., Witten, K., Kearns, R., & Donovan, P. (2015). Kids in the City: Children s Use and Experiences of Urban Neighbourhoods in Auckland, New Zealand. Journal of Urban Design, 20(4), 417-436. 

(Discussed in tutorial one)

Cook, A., Whitzman, C., & Tranter, P. (2015). Is ‘Citizen Kid’ an Independent Kid? The Relationship between Children s Independent Mobility and Active Citizenship. Journal of Urban Design, 20(4), 526-544.

Ergler, C., Smith, K., Kotsanas, C., & Hutchinson, C. (2015). What Makes a Good City in Preschoolers Eyes? Findings from Participatory Planning Projects in Australia and New Zealand. Journal of Urban Design, 20(4), 461-478.

(Discussed in tutorial two)

Freeman, C., Lingam, G. I., & Burnett, G. (2015). Children s Changing Urban Lives: A Comparative New Zealand–Pacific Perspective. Journal of Urban Design, 20(4),


Freeman, C., & Tranter, P. J. (2011). Design. In C. Freeman & P. J. Tranter (Eds.), Children and their urban environment: changing worlds (pp. 203-222). London: Earthscan.

Kearns, R., Boyle, A., & Ergler, C. R. (2012). The legacy of an intervention: Exploring teenage walking school bus ‘graduates’ mobilities in Auckland. Sites: a journal of social anthropology and cultural studies, 9(1), 83-106.

(Discussed in tutorial three)

Tranter, P. (2012). Overcoming social traps: a key to creating child friendly cities. In B.

Gleeson & N. G. Sipe (Eds.), Creating child friendly cities: reinstating kids in the city (pp. 121-135). London: Routledge.

Whitzman, C., Worthington, M., & Mizrachi, D. (2010). The journey and the destination matter: Child-Friendly Cities and children s right to the City. Built environment,

36(4), 474-486.

Witten, K., Kearns, R., & Carroll, P. (2015). Urban inclusion as wellbeing: Exploring children s accounts of confronting diversity on inner city streets. Social Science & Medicine, 133, 349357.