Seeking shapefile of city boundaries in US?
Where can I find a shapefile that contains boundaries for the major cities in the United States?
I have tried the census website but could not find anything.
Getting the Data
You can acquire US Census Place Data, which includes cities, here.
For instance, Rhode Island's 2017 Place Data is available here.
For ease of bulk downloading, the full list 2017 place data is:
https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_01_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_02_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_04_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_05_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_06_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_08_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_09_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_10_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_11_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_12_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_13_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_15_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_16_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_17_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_18_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_19_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_20_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_21_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_22_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_23_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_24_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_25_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_26_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_27_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_28_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_29_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_30_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_31_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_32_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_33_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_34_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_35_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_36_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_37_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_38_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_39_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_40_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_41_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_42_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_44_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_45_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_46_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_47_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_48_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_49_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_50_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_51_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_53_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_54_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_55_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_56_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_60_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_66_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_69_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_72_place.zip https://www2.census.gov/geo/tiger/TIGER2017/PLACE/tl_2017_78_place.zip
Interpreting the Data
The technical documentation for the 2017 US Census Data is available here. I found it by searching for "namelsad classfp" on Google (unusual field names from the shapefiles acquired previously).
Search the file for "_place" (with the underscore) to find the meanings of the fields in the shapefiles acquired previously. These are:
Field Length Type Description STATEFP 2 String Current state FIPS code PLACEFP 5 String Current place FIPS code PLACENS 8 String Current place GNIS code GEOID 7 String Place identifier; a concatenation of the current state FIPS code and place FIPS code NAME 100 String Current place name NAMELSAD 100 String Current name and the translated legal/statistical area description for place LSAD 2 String Current legal/statistical area description code for place CLASSFP 2 String Current FIPS class code PCICBSA 1 String Current metropolitan or micropolitan statistical area principal city indicator PCINECTA 1 String Current New England city and town area principal city indicator MTFCC 5 String G4110 (incorporated place) and G4210 (census designated place) FUNCSTAT 1 String Current functional status ALAND 14 Number Current land area AWATER 14 Number Current water area INTPTLAT 11 String Current latitude of the internal point INTPTLON 12 String Current longitude of the internal poin
You'll then want to know the values of the
CLASSFPcolumn. These are available here. Some of the relevant ones are:
C1 An incorporated place that is governmentally active, is not related to an Alaska Native village statistical area (ANVSA), and does not serve as a minor civil division (MCD) equivalent. C2 Incorporated place that also serves as a minor civil division (MCD) equivalent because, although the place is coextensive with an MCD, the U.S. Census Bureau, in agreement with state officials, does not recognize that MCD for presenting census data because the MCD cannot provide governmental services (applies to Iowa and Ohio only). C3 Incorporated place that is a consolidated city. C5 Incorporated place that also serves as a minor civil division (MCD) equivalent because it is not part of any MCD or a county subdivision classified as Z5. C6 Incorporated place that coincides with or approximates an Alaska Native village statistical area (ANVSA). C7 An incorporated place that is an independent city; that is, it also serves as a county equivalent because it is not part of any county and a minor civil division (MCD) equivalent because it is not part of any MCD. C8 The portion ("balance") of a consolidated city that excludes the separately incorporated place(s) within that jurisdiction. C9 An incorporated place whose government is operationally inactive and is not included in any other C subclass. U1 Census designated place (CDP) with a name that is commonly recognized for the populated area, and designated as a populated place by the U.S. Geological Survey. U2 Census designated place (CDP) with a name that is not commonly recognized for the populated area (e.g., a combination of the names of two or three commonly recognized communities, or a name that identifies the location of the CDP in relation to an adjacent incorporated place). U9 A census designated place (CDP) that coincides with, or approximates, an Alaska Native Village Statistical Area (ANVSA).
The TIGER data from the census bureau is available at http://www.census.gov/geo/www/tiger/
A bit old but vaild.
You don't say if you are using esri or not.
ESRI Products come with a "data and maps" dvd.
It is not in shp but can be selected and converted to shape using arcmap.
I installed mine on a network drive in the mapdata folder. The rest of the path is like this.
Check the TIGER/Line files. You want to look for "Place" layers for each state, which you can fine under national based shapefiles by selecting each state. Or, for the 2012 version, you can grab all the states from this page.
The file is large but I guess it can be trimmed per your necessity.
I suppose you could infer the major cities by size and/or population. In such case, you can use this pre-joined geodatabase which has the 2010 city boundaries along with area AND basic population estimates.
koordinates.com is a free place to find a variety of city boundary shapefiles. You can even pick the coordinate system. Here is a link to Texas cities.
Do some searching around for other cities. They have a lot on this web site. You do need to create a login.
Want to find information pertaining to a Santa Rosa County address? Check out our interactive GIS Mapping System which allows you to create and print custom maps on demand as well as measure distances and areas of selected map features. Simply enter a street address and print a customized report with information pertaining to the selected address.
Want to download GIS data yourself? You can download data in various formats (shapefiles, kmls, spreadsheets) via Santa Rosa County&rsquos GIS Open Data Site. The data layers on our Open Data Site are freely available and updated regularly. If you have any questions regarding the data or issues finding layers, please email us at [email protected]
Maps & Geography
Geography is central to the work of the Department of City Planning. While planning involves the development of citywide policies and strategies to promote a resilient, equitable and livable New York City with economic and housing opportunities for all, these policies and strategies come to life in specific places, each with a unique collection of geographic and demographic characteristics.
The Department of City Planning website is full of maps. Visit the Plans and Studies section for maps related to ongoing or recent projects. Visit the Zoning Maps section for historical, current and proposed zoning maps. The Community Portal contains links to map resources for each of the 59 community districts. The NYC Population section contains a wealth of historical and current demographic, socioeconomic and housing maps. And for those who want to make their own maps, download our geographic data files in our Open Data/BYTES of the BIG APPLE&trade section.
This Maps & Geography section contains links to some of City Planning&rsquos citywide geographic resources.
|A note to our users about upcoming changes|
|2020 Census Operations include the revision of small area geographies, such as census blocks and census tracts. Accordingly, City Planning will update Neighborhood Tabulation Areas (NTAs), which rely upon these census geographies. City Planning will also release a new geography, to be known as Community District Tabulation Areas (CDTAs), to better approximate New York City&rsquos 59 Community Districts. Look for more details concerning NTAs and CDTAs to be posted in the coming months.|
A brief introduction to simple features data in R
Out in the wild, map data most frequntly comes as either geoJSON files (.geojson) or Shapefiles (.shp). These files will, at the very minimum, contain information about the geometry of each object to be drawn, such as instructions to draw a point in a certain location or to draw a polygon with certain dimensions. The raw file may, however, also contain any amount of additional information, such as a name for the object ("Pennsylvania"), or summary statistics (GDP per capita, total population, etc.). Regardless of whether the data is geoJSON or a Shapefile, and regardless of how much additional data the file has, you can use one convenient function from the sf package to import the raw data into R as a simple features object. Simply use either sf::read_sf(my_json_file) or sf::read_sf(my_shp_file) .
Map & Data Requests
Please print and fill out the Map Request Form (PDF) to request digital maps in PDF format or prints of paper maps. Payment is required at the time of request, so be sure to include your payment when sending the form to our office.
Fax the completed form to 706-867-7272, and mail payment (checks only) to:
Lumpkin County GIS Department
25 Short Street
Dahlonega, GA 30533
For more information please contact the GIS Department at 706-864-6894.
Geographic Information & Mapping
The GIM Section is responsible for maintaining base mapping products for MnDOT.
The Geographic Information and Mapping (GIM) Section is responsible for preparing and maintaining base mapping products. The dataset includes metadata and information about transportation features, boundaries, and stream and lake locations. While these maps are built in GIS, they are offered online in PDF format. The GIM Section also offers GIS support and training.
The GIM Section produces MnDOT's cartography for the Official State Highway Map as well as individual GIS maps for Minnesota's 87 counties, 854 cities, and 1,781 townships. The section also provides other GIS products, special purpose mapping, and services upon request for reports and exhibits.
Paper copies of our maps can be obtained at MnDOT's Map and Manual Sales. For additional information about MnDOT traffic data, please visit http://www.mndot.gov/tda/.
Cartographic Products - Minnesota Official State Highway Map and other static maps at the state, county, Twin Cities Metro Area, and municipality level
Maps | Methods
Seeking shapefile of city boundaries in US? - Geographic Information Systems
Geographic Information Systems, or GIS, is a degree program at OCCC that has been offered since 2008.
The program is an introduction to geographic special analysis in which students learn how to make maps and global positioning systems from scratch, said James Bothwell, computer science professor.
Bothwell said men and women involved in GIS are responsible for creating GPS applications.
“We are in the startup stages of expanding,” Bothwell said.
OCCC has approximately 30 GIS majors but Bothwell has high hopes of attracting more students.
The college also offers a certificate program for GIS students.
Acquiring a certificate, rather than an associate degree, allows a student to take GIS courses without having to take any general education courses.
Many GIS majors at OCCC come from the Oklahoma Department of Transportation, which is responsible for the development and maintenance of state roadways, Bothwell said.
The job market open to GIS students who have attained a degree are at government agencies and energy industries, among others.
Those who have an associate degree should expect a beginning salary of about $24,000 to $29,000, while those who have a bachelor’s degree could expect a starting pay of about $38,000 to $40,000, Bothwell said.
“I want to go so far as to be able to do this for a living,” said Rose Kane, GIS student.
“I’m most interested in doing mapping of big data.”
Studying urban planning drew her to the GIS program.
Kane said she enjoys the classes and will receive her GIS degree by the end of this semester.
Places such as Chesapeake Energy and Devon Energy offer internships for GIS students attending college for a bachelor’s degree.
The best schools in Oklahoma for a student seeking to obtain a four-year GIS degree are the University of Oklahoma, Oklahoma State University and East Central State University in Ada, Bothwell said.
Bothwell attended OU, where he received a doctorate in geography with a focus in GIS, he said.
He originally went to school to study severe weather, but soon became interested in GIS when he took a course on climate change.
At the time, the meteorology program at OU did not focus on climate control, but the GIS program did, he said.
GIS is a way to predict and track climate change.
“I am just excited to get a chance to get the word out,” Bothwell said.
He encourages any student interested in the field to set up an appointment with him.
The GIS classes meet in late afternoons and evenings on Tuesdays and Thursdays.
Please be aware all of Allegany County's web-based map applications are subject to the Site Disclaimer (PDF). You are required to read the Disclaimer and User Agreement before proceeding.
The Permits Dashboard is useful for general property information. Access County information related to development: topography, parcels, addresses, zoning, soils, water and sewer assets, etc. This application is a work in progress. Data inaccuracies are present, and some functionality is limited.
School Attendance Areas
Use the School Attendance Areas Map to view attendance areas for all public schools in Allegany County.
View Recycling Sites around Allegany County, and find out what you can recycle at each.
Geog 1100: Regions and Nations (Western Hemisphere)
This section of Regions and Nations of the World course provides an introduction to the regional geography of the western hemisphere including North America, Latin America, and Europe. It consists of an introduction to regional analysis, thematically structured overviews of selected realms and regions in the western hemisphere, and geographic interpretations of contemporary social and environmental issues confronting the globe.
- Learn about the unique and diverse cultures, places, and peoples of the western hemisphere.
- Sharpen your understanding of the western hemisphere before traveling or studying abroad.
- Delve deeper into issues including climate change, sustainability, globalization, and geopolitical conflict in discussion sections.
Professor Hurt + Discussion Section
Meets Social Science Requirement for Gen Ed
Introductory analysis for general education. Regional character, spatial relationships, problems of environment and development of the former Soviet Union, Pacific World, South and East Asia, Africa and Middle East. Organized around basic concepts in the field of geography. May be taken independently of Geography 1100.
Examines human culture as a geographical element the power of culture and human institutions in human-environmental interaction and the creation of agriculture, folk culture, popular culture, cities and a broad range of cultural landscapes. Prerequisite: Geography 1100 or 1200 or sophomore standing. (3)
This course will explore the role of physical science, environmental politics and public policy in shaping contemporary debate concerning climate change, mitigation and adaptation strategies. (3)
Introduction to technologies used to map a changing world, with an emphasis on digital mapping explorations of human and environmental interactions on earth. Course includes lab and fieldwork to introduce geographic information data collection and analysis techniques. The course serves as a survey introduction to how geospatial technologies are used in human and environmental interactions on earth for many different fields, jobs and circumstances, such as: virtual globes, geographic information systems, global positioning satellites and remote sensing. (3)
Introduction to methods of map interpretation and geographic communication through maps. Primary Emphasis is on the development of skills in map analysis, with laboratory work and possible field analysis. Prerequisite: Geography 1100 or 1200 or sophomore standing. (3)
Area: Human-environment interactions
This course focuses on using documentary and Hollywood films as a way to study how global environmental change is impacting the four spheres of our dynamic planet: Lithosphere Atmosphere Hydrosphere Biosphere. To ensure a more complete understanding of course material, films are supplemented with active lectures and discussions of assigned readings from both periodicals and peer-reviewed literature that emphasize key points illustrated in the films. In doing so, this course synthesizes material from numerous fields of study to provide an international perspective on the pace and pattern of environmental change as we progress into The Anthropocene. This synthetic approach is used to highlight the formidable linkages on Earth between the non-living and living, thus permitting students to gain an appreciation and holistic understanding of how global environmental change is impacting Earth processes responsible for creating both our current landscapes and the remarkable diversity of life that inhabit them.
We are all explorers. As children, we grew up testing the boundaries of our known worlds and trying to understand what was beyond. Geography gives us the means to formalize this impulse to explore the world around us, both local and distant. It allows us to make sense of the ways in which space and relationships between objects drives much of human, social, and environmental interaction. In this course, we will illustrate some of the principle ways in which Geographers investigate, explain, and map meaning, pushing the boundaries of what we know as individuals and society. Using a combination of discussion and field exercises, students will be asked to engage with a number of critical societal issues that have geographical elements at their core. Examples include the Geography of crime, imagining place, the city of the future, environmental change, terrorism, human trafficking, drones, and sustainability.
Intensive examination of selected North American areas and distributions. Regional systems, problems and planning. Prerequisite: sophomore standing. (3)
Physical, human, economic, and political geography of Missouri regions of the state. Prerequisite: Geography 1100 or junior standing. (3)
(same as PEA_ST 2280, SOCIOL 2280). A sociological approach to understand race/ethnicity, identity, citizenship, human rights, violence, and political and economic systems in the Caribbean. Comparisons of the culture, politics, and historical trajectories of Cuba and Haiti using Post-Colonial and Feminist theories. Graded on A-F basis only.
Focusing on towns and communities and their regional history and cultural traditions, we will examine the issues and concerns of small town America in the context of recent hardships and adverse economic trends. Examples of topics to be covered include case studies of communities such as Marceline, Missouri (Walt Disney's boyhood home), race and the immigration of non-whites in to rural areas gender roles in small communities, the role of religion in small-town identity formation, and other current issues faced by "middle America". The responsiveness of government, large corporations, and institutions to the problems of diverse communities will be critically examined, with a multidisciplinary approach that will draw on key theories and works in the disciplines of sociology, rural sociology, community development, and geography.
This course examines the forces of globalization that are transforming our world, and explores the various responses - psychological, social and political -- that people have been making over the past fifty years. Part I examines globalization as an economic and geographical process, generating huge social consequences, with rapid growth, population movements, political change and a vast gap between global wealth and poverty. Part II focuses on the ways in which individuals are now seeking to find themselves in this globalizing world. Emphasis will be placed on the ways in which national identity, faith, gender and sexuality are emerging as key loci around which contemporary people (especially young people) are trying to forge new social identities for themselves. The course will conclude by examining the recently emerging (and highly contested) concept of 'global citizenship'.
Physical environment and culture in the regional development of South America. Prerequisite: one course in geography or instructor's consent. (3)
Examination of the interacting natural systems that comprise the Earth's physical environment, including the atmosphere, biosphere, and landforms. Focus on relating fundamental physical, chemical and ecological processes to the global geographic patterns they produce. Prerequisite: Geography 1100 or 1200 or sophomore standing.
Historical perspectives on the human agency in transforming the earth, with emphasis on international environmental problems. Topics include basic biogeography environmental impacts of population growth, underdevelopment and overdevelopment and new approaches to managements of global resources. Prerequisite: Geography 1100 or 1200. (3)
Geographical location and organization of world's major economic activities. Emphasizes agricultural and industrial patterns, commodity flows, transport networks, geographical principles of market and industrial location, internal spatial organization of cities, land-use models, geographic aspects of economic growth. (3)
Study of cities: origin, development, distribution, social, economic, and demographic significance. Consideration of theories of structure, urban hierarchies, and land use planning. Prerequisites: Geography 1100, 1200 and two other geography courses, or instructor's consent. (3)
Organized study of selected topics. Subjects and earnable credit may vary from semester to semester. Prerequisites: sophomore standing, departmental consent for repetition.
Introduces theory, concepts and techniques related to the creation, manipulation, processing, and basic analysis of spatial data using GIS. Data management, current data models, GIS applications and course topics are reinforced through hands-on computer laboratory exercises. Prerequisite: Sophomore standing instructor consent required. (3)
Physical environment and culture in the regional development of Mexico, Central America, and the Caribbean. Prerequisite: one course in geography or instructor's consent. (3)
Cultural, physical and historical geography of the Middle East, with emphasis on cultural adaptations to environments and conflicts over the resources.
Independent investigation leading to a paper or project. May be repeated to a maximum of 6 hours. Prerequisite: Instructor's consent. (1-3)
(same as PEA_ST 3496). This course introduces students to Indigenous studies in a digital world. The course begins with study of Indigenous sovereignty and representation, and moves quickly to critical and theoretical readings in new media, tracing both the historical impact of digital technologies (such as GIS) on Native communities, and the ways that both urban and rural Native communities have engaged in innovative digital projects that expand the way we understand information and storytelling in digital environments. The course materials will cover a wide range of platforms and audio-visual genres, from documentary, community video, and animation productions, to GIS, video games, and social media sites. Students will engage with both scholars and artists working with new media through a program of public lectures, classroom visits, and Skype interviews. All interview will be archived as podcasts from the course website. Students will write weekly short response papers and produce independent audio-visual projects over the course of the semester, with opportunities to revise their work leading up to substantial final projects. The course will also integrate community outreach into the curriculum through online participation of students from the Kiowa Kids, an Indigenous language immersion and storytelling program.
Paralleling the rising interest in this research field, a number of edited volumes seeking to provide a comprehensive overview to the literature have been published. The most wide-ranging attempts to harness this literature are Brenner and Keil 2006 and Taylor, et al. 2013, which bring together key writings and provide extensive editorial guidance. An overview of recent directions in the global cities literature can be found in Derudder, et al. 2012, an extended update of Knox and Taylor 1995. Key texts focusing on the governance and planning dimensions are Douglass and Friedmann 1998 and Newman and Thornley 2011. Scott 2001 is a widely cited volume containing some conceptual encounters between the literatures on global cities and on the resurgence of regions in the global economy.
Brenner, N., and R. Keil, eds. The Global City Reader. London: Routledge, 2006.
A volume reprinting key pre-2005 writings on global cities. Its major strength lies in the extensive editorial guidance: there are clear and detailed explanations about why the chosen writings have been instrumental in the development of this literature.
Derudder, B., M. Hoyler, P. J. Taylor, and F. Witlox, eds. International Handbook of Globalization and World Cities. Cheltenham, UK, and Northampton, MA: Edward Elgar, 2012.
A recent review of the state of the art in the global cities literature: fifty chapters on different aspects of global city formation, written by experts in this literature. Intended as a follow-up to Knox and Taylor 1995.
Douglass, M., and J. Friedmann. Cities for Citizens: Planning and the Rise of Civil Society in a Global Age. Chichester, UK: John Wiley, 1998.
The first systematic overview of the changed urban planning context under conditions of contemporary globalization. The various contributions present an international range of case studies—from the United States, Latin America, Europe, and Asia-Pacific—grounding the exploration of conceptual ideas in the realities and struggles of everyday life.
Knox, P., and P. Taylor, eds. World Cities in a World-System. Cambridge, UK: Cambridge University Press, 1995.
The first state-of-the art review of the literature, which—at the time of publication—showed that the global/world city was maturing into a (number of) paradigm(s). Comparison with Derudder, et al. 2012 is interesting to appreciate how the literature has evolved.
Newman, P., and A. Thornley. Planning World Cities: Globalization and Urban Politics. 2d ed. London: Palgrave Macmillan, 2011.
Second edition of this internationally comparative volume on urban planning of/in world cities. It covers both the global and regional contexts in which planning processes take place, and the different combinations of issues confronting different types of cities.
Scott, A. J., ed. Global City-Regions: Trends, Theory, Policy. Oxford: Oxford University Press, 2001.
This edited volume explores the intersections between writings on global cities and the extensive literature on the resurgence of regions in the global economy. The book seeks to define and theorize global city-regions, and also offers a number of policy insights into the severe social problems that confront them.
Taylor, P. J., J. V. Beaverstock, B. Derudder, et al., eds. Global Cities. 4 vols. Critical Concepts in Urban Studies. London: Routledge, 2013.
A volume reprinting key pre-2012 writings on global cities. More extensive in its coverage than Brenner and Keil 2006, with unabridged versions of the original writings, but with somewhat less guidance for readers.
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General Overview and Introductory Texts
The literature on the geographies of childhood and children is diverse and spans a number of different topics, as indicated within this article. Several overviews, such as Aitken 1994 and Holloway and Valentine 2000, are early attempts to shed light on the shape of the subdiscipline and introduce spatiality into the debates around the social construction of childhood. Others, such as Matthews and Limb 1999 and Holt 2011, provide overviews of the accomplishments thus far and tentatively indicate the future direction of the subdiscipline. More recent contributions from Jeffrey 2010, Jeffrey 2012, and Jeffrey 2013 are useful for indicating where the future of geographical work on childhood and children lies. Engagements with the global constructions of childhood, such as Wells 2015, provide a useful overview of macro-scale processes that involve children.
Aitken, Stuart. Putting Children in Their Place. Resource Publications in Geography. Washington, DC: Association of American Geographers, 1994.
An early foundational text on children and place, which is a key entry point into an understanding of children and childhood in geography. It focuses specifically on spatial readings of environmental learning, welfare, and diversity and explores different spaces of childhood, such as the home, street, and school.
Holloway, Sarah, and Gill Valentine, eds. Children’s Geographies: Playing, Living, Learning. London: Routledge, 2000.
An early but still important edited collection that draws together key thinkers in geography with interests in childhood and children’s worlds. The introductory chapter (Children’s geographies and the new social studies of childhood), in particular, is useful for understanding how geographers seek to contribute to social studies of childhood.
Holt, Louise, ed. Geographies of Children, Youth and Families: An International Perspective. London: Routledge, 2011.
A slightly more recent review of geographies of children and youth. Chapter 2 (Geographies of children, youth and families: defining achievements, debating the agenda), in particular, is an excellent review of the strengths and gaps of the current subdiscipline.
Jeffrey, Craig. “Geographies of Children and Youth I: Eroding Maps of Life.” Progress in Human Geography 34.4 (2010): 496–505.
The first of three major reviews of geographies of children and youth. These reviews are particularly useful for indicating the future directions of work in this area, given the remit of articles in this publication. This article considers conceptual frameworks for analyzing young people and considers such areas as school curricula, children’s work, and youth unemployment.
Jeffrey, Craig. “Geographies of Children and Youth II: Global Youth Agency.” Progress in Human Geography 36.2 (2012): 245–253.
The second of these review articles examines youth agency in different contexts across the globe. Agency is a key concept within the subdiscipline of children’s geographies, and this article provides a useful overview of the concept of agency within human geography.
Jeffrey, Craig. “Geographies of Children and Youth III: Alchemists of the Revolution?” Progress in Human Geography 37.1 (2013): 145–152.
The third and final of Craig’s review articles on geographies of children and youth focuses on youth politics and protest. The author challenges discourses that young people engage in ineffective politics and problematizes notions around how “civil society” occurs. An important reference for political geographers interested in youth and childhood.
Matthews, Hugh, and Melanie Limb. “Defining an Agenda for the Geography of Children: Review and Prospect.” Progress in Human Geography 23.1 (1999): 61–90.
This article brings together and reviews the extant literature in the late 1990s around geographies of childhood and youth, seeking to define an agenda for the subdiscipline. Matthews and Limb call for further work with children and young people to consider their built environment beyond the school, home, and playground, which continue to be significant sites of research for geographers of childhood and youth.
Skelton, Tracey. “Children’s Geographies/Geographies of Children: Play, Work, Mobilities and Migration.” Geography Compass 3.4 (2009): 1430–1448.
Articles in this publication offer concise reviews of given areas within geography that are considered important and topical. Skelton’s review is a useful starting point for those beginning work in this area. In particular, the author takes great effort to consider children’s geographies beyond Anglocentric interpretations of children’s lives, a view which has often been a criticism of geographers’ work in this area. Skelton also traces the emerging interest in movement and children’s mobilities and thus represents a useful starting point for geographers working in this area.
Wells, Karen. Childhood in a Global Perspective. 2d ed. Cambridge, UK: Polity, 2015.
Wells employs a historical and comparative approach to argue that as a consequence of globalization it is now possible to consider childhood on a global scale. Subjects covered include children’s involvement in war, the role of the school in governing childhood, and the ways in which children are constituted as raced, classed, and gendered subjects.
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