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The late-Victorian and Edwardian period marked the zenith of urban park construction, spurred on in part by concerns about the physical and moral health of those living in the city. For the middle-class reformers at the time, public parks offered a space through which the unique and complex social issues of the era could be addressed and resolved. The public park was unique in that it made children visible on an unprecedented scale. Their role was fixed at the very heart of discourses on health; of the body, the mind, the nation, and the empire. This research explores these discussions of identity, and how that was negotiated by children in the very specific landscape of the public park. Previous work on the concept of childhood during this period has focused on an adult interpretation of the figure of the child, steeped in nostalgia and imbued with an adult fear and hope for the future. I argue that this ignores the lived experience of the child, and denies them agency in creating their own identity. This thesis uses a methodology inspired by current research in the emerging interdisciplinary field of childhood studies and drawing on the insights of material cultures studies to address this. The park space offers a unique opportunity to study lived experiences of childhood, designed as it was for use by the general public, with children firmly in mind. This work addresses the gaps in our knowledge and understanding of public urban parks in relation to children and explores the idea of a late-Victorian and Edwardian childhood identity as a complex and nuanced phenomenon. Throughout my thesis I use three parks as my primary case studies. These are Saltwell Park in Gateshead, Whitworth Park in Manchester, and Greenhead Park in Huddersfield. All three parks are situated in towns in the north of England that experienced dramatic change as a result of the industrial revolution and so reflect the anxieties present nationwide as a result of this change. By way of contrast I also consider parks in London and elsewhere to understand the uniqueness of these parks but also how they were situated within broader national debates over children and childhood. My investigation is broken down into three major thematic areas, each of which seeking to explore and analyse a particular aspect of childhood identity. The first of the three themes is the ‘Natural Child’. I explore the notion that children were thought of having a greater connection with, or affinity for, the natural world, and that they benefitted in particular from access to nature. The second area of research is the ‘Playful Child’. Here the idea that children were inherently playful, frivolous and could be shaped through correct play will be discussed. Finally, I investigate the ‘Empire Child’, exploring the notion of the child as the future of the Empire and the Nation, and the embodiment of concerns over racial superiority, military conquest and economic power. Within each of these sections I examine the way that this idea is expressed in the prescriptive and other literature, before addressing the way in which these notions could be articulated in the park landscape. The material culture of the park and the way in which the parks encouraged or discouraged children’s behaviour is analysed in relation to each of these themes. Significantly I also show how children engaged with, or rejected, notions of childhood identity, acknowledging that children were not just passively receiving instruction, but were actively involved in negotiating their own identity.

This research is concerned with the critical reinterpretation of the burnt mounds of Shetland. Burnt mounds have been described as ‘among the most boring sites with which a field archaeologist must deal’ (Barber & Russel-White 1990:59). Traditionally burnt mound studies have been dominated by concerns relating to technology, form and function. This approach is understood to be a product of modernist understanding of the world which views technologies as primarily adaptive. As such, it is argued that a critical reappraisal of the frameworks through which burnt mounds are interpreted is required in order to develop an account of their construction and use which situates them within wider disciplinary discourses concerning the Bronze Age. In order to do so this thesis evaluates a range of theoretical frameworks which have explored the emergent and situated nature of encounters between people, places and things. Drawing upon this, a new approach is advocated that examines the relationship between burnt mounds and their wider landscape, and explores the material and social engagements which their construction and use affords. In order to offer a more holistic approach in keeping with current archaeological discourses, this study reconceptualises the burnt mound as an active site within Bronze Age society, a place where meanings were negotiated and materials transformed. This thesis utilises GIS analysis and in-situ observation to explore the landcape setting of the burnt mounds of Shetland and combines this with an exploration of the material engagements involved in the construction and use of burnt mounds through a series of experimental firings at a replica site. Through this burnt mounds are identified as powerfully symbolic locations involving the interplay of elemental substances which combine to transform people, places and things. This thesis further challenges the conception that burnt mounds are unable to offer any insight into life in the Bronze Age, by analysing the impact which this reinterpretation has on our understanding of Bronze Age Shetland. In particular, it is argued that in their concern with processes of fragmentation, regeneration and transformation Burnt Mounds reflect the cosmological concerns of wider Bronze Age society. The Bronze Age in Shetland has been identified as a period of apparent isolation and stagnation within the islands. By re-evaluating burnt mounds and situating them within a framework of wider Bronze Age practise this conception is challenged, and the Bronze Age of Shetland is presented as a dynamic period in which burnt mounds played a key role in the understanding of networks of persons, places and substances.