Home–school journeys in Batam’s hinterland: an activity theory and spatial analysis of insular mobilities

Children’s home–school journeys involve constant travel from home to school. This study was conducted in a hinterland setting, specifically Belakang Padang, Batam, Indonesia. To obtain data, two weeks of fieldwork were conducted, combining ethnography and phenomenology with a group of primary school children (n = 43) aged 7–12. In line with recent geographical works on children’s everyday mobilities, this research provides a contextualised understanding of children’s mobility behaviour, especially within an insular environment. Data were elicited from four methods: (i) go-along interviews, (ii) participatory observation, (iii) photography and discussion, and (iv) children’s drawings. The data were analysed using descriptive analysis, content analysis, factor analysis, spatial statistics, and heat maps (ArcGIS 10.8). Children’s behaviour during their home–school journey was analysed using Activity Theory, thereby contributing to an understanding of spatial mobility patterns. Using the theoretical lens of Activity Theory, a series of themes was identified and subsequently categorised into motives, forces, activities, rules, tools, and roles. This study identified three major themes that effectively described home–school journey activities: physical (51%, n = 75), social (16%, n = 23), and cognitive (33%, n = 49). Children’s specific needs must be considered in urban planning to influence their physical, social, and cognitive development positively.