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The United States is currently grappling with how to prepare our students to be computer literate citizens in the competitive technological world we live in. Understanding how children develop computer knowledge, and the ways that adults are able to guide their computer learning experiences, is a vital task facing parents and educators. This groundbreaking book is an attempt to fill a gap in current understanding of how we become computer literate and proposes a theory of how computer literacy skills emerge in computer users.
Kith is Jay Griffiths's passionate polemic in defence of childhood. In Kith, Jay Griffiths seeks to discover why we deny our children the freedoms of space, time and the natural world. Visiting communities as far apart as West Papua and the Arctic, as well as the UK, and delving into history, philosophy, language and literature, she explores how children's affinity for nature is an essential and universal element of childhood. It is a journey deep into the heart of what it means to be a child, and it is central to all our experiences, young and old. 'Kith could have been written by no-one but Jay Griffiths. It is ablaze with her love of the physical world and her passionate moral sense that goodness and a true relation with nature are intimately connected. She has the same visionary understanding of childhood that we find in Blake and Wordsworth, and John Clare would have read her with delight. Her work isn't just good -- it's necessary' Philip Pullman 'Jay Griffiths writes with such richness and mischief about the one thing that could truly save the world: its children' KT Tunstall 'An impassioned, visionary plea to restore to our children the spirit of adventure, freedom and closeness to nature that is their birthright. We must hear it and act on it before it is too late' Iain McGilchrist Jay Griffiths is the author of Pip Pip: A Sideways Look at Time; Wild: An Elemental Journey; and A Love Letter from a Stray Moon, a novella about the life of Frida Kahlo. She is the winner of the inaugural Orion Book Award and of the Barnes & Noble Discover Award for the best new non-fiction writer to be published in the USA. She has also been shortlisted for the Orwell Prize and the World Book Day award.
A groundbreaking twentieth-century history of transgender children
With transgender rights front and center in American politics, media, and culture, the pervasive myth still exists that today’s transgender children are a brand new generation—pioneers in a field of new obstacles and hurdles. Histories of the Transgender Child shatters this myth, uncovering a previously unknown twentieth-century history when transgender children not only existed but preexisted the term transgender and its predecessors, playing a central role in the medicalization of trans people, and all sex and gender.
Beginning with the early 1900s when children with “ambiguous” sex first sought medical attention, to the 1930s when transgender people began to seek out doctors involved in altering children’s sex, to the invention of the category gender, and finally the 1960s and ’70s when, as the field institutionalized, transgender children began to take hormones, change their names, and even access gender confirmation, Julian Gill-Peterson reconstructs the medicalization and racialization of children’s bodies. Throughout, they foreground the racial history of medicine that excludes black and trans of color children through the concept of gender’s plasticity, placing race at the center of their analysis and at the center of transgender studies.
Until now, little has been known about early transgender history and life and its relevance to children. Using a wealth of archival research from hospitals and clinics, including incredible personal letters from children to doctors, as well as scientific and medical literature, this book reaches back to the first half of the twentieth century—a time when the category transgender was not available but surely existed, in the lives of children and parents.
Mischa Honeck's Our Frontier Is the World is a provocative account of how the Boy Scouts echoed and enabled American global expansion in the twentieth century. The Boy Scouts of America (BSA) has long been a standard bearer for national identity. The core values of the organization have, since its founding in 1910, shaped what it means to be an American boy and man. As Honeck shows, those masculine values had implications that extended far beyond the borders of the United States. Writing the global back into the history of one of the country's largest youth organizations, Our Frontier Is the World details how the BSA operated as a vehicle of empire from the Progressive Era up to the countercultural moment of the 1960s. American boys and men wearing the Scout uniform never simply hiked local trails to citizenship; they forged ties with their international peers, camped in foreign lands, and started troops on overseas military bases. Scouts traveled to Africa and even sailed to icy Antarctica, hoisting the American flag and standing as models of loyalty, obedience, and bravery. Through scouting America's complex engagements with the world were presented as honorable and playful masculine adventures abroad. Innocent fun and earnest commitment to doing a good turn, of course, were not the whole story. Honeck argues that the good-natured Boy Scout was a ready means for soft power abroad and gentle influence where American values, and democratic capitalism, were at stake. In other instances the BSA provided a pleasant cover for imperial interventions that required coercion and violence. At Scouting's global frontiers the stern expression of empire often lurked behind the smile of a boy.
John Blacking is widely recognized for his theoretical works "How
Musical Is Man?" and "The Anthropology of the Body." This series of
essays and articles on the music of the Venda people of the
northern Transvaal in South Africa constitutes his major scholarly
This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lens of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts. The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities; and explores connections between children and childhood studies, pedagogy and posthumanism, and science fiction as the frame of reference through which theoretical links between inquiry and narrative grounded in theories of media studies can be developed.
'This book is the 'bible' for anyone who wants to understand the blessings and the curses of growing up multiculturally' -Wm. Paul Young, author of the #1 New York Times bestseller The Shack In this third edition of the ground-breaking, global classic, Ruth E. Van Reken and Michael V. Pollock, son of the late original co-author, David C. Pollock have significantly updated what is widely recognized as The TCK Bible. Emphasis is on the modern TCK and addressing the impact of technology, cultural complexity, diversity & inclusion and transitions. Includes new advice for parents and others for how to support TCKs as they navigate work, relationships, social settings and their own personal development. Specific updates: * A second PolVan Cultural Identity diagram to support understanding of cultural identity * New models for identity formation * Updated explanation of unresolved grief * New material on 'highly mobile communities' addressing the needs of people who stay put while a community around them moves rapidly * Revamped Section III so readers can more easily find what is relevant to them as Adult TCKs, parents, counselors, employers, spouses, administrators, etc. * New stages and needs tool that will help families and organizations identify and meet needs * Greater emphasis on tools for educators as they grapple with demographic shifts in the classroom
In the decades after the Civil War, urbanization, industrialization, and immigration marked the start of the Gilded Age, a period of rapid economic growth but also social upheaval. Reformers responded to the social and economic chaos with a "search for order," as famously described by historian Robert Wiebe. Most reformers agreed that one of the nation's top priorities should be its children and youth, who, they believed, suffered more from the disorder plaguing the rapidly growing nation than any other group. Children and Youth during the Gilded Age and Progressive Era explores both nineteenth century conditions that led Progressives to their search for order and some of the solutions applied to children and youth in the context of that search. Edited by renowned scholar of children's history James Marten, the collection of eleven essays offers case studies relevant to educational reform, child labor laws, underage marriage, and recreation for children, among others. Including important primary documents produced by children themselves, the essays in this volume foreground the role that youth played in exerting agency over their own lives and in contesting the policies that sought to protect and control them.
Concern is growing about the effectiveness of television advertising regulation in the light of technological developments in the media. There is currently a rapid growth of TV platforms in terrestrial, sattelite, and cable formats and these will soon move into digital transmission. These all offer opportunities for greater commercilization through advertising on media that have not previously been exploited. In democratic societies, there is a tension between freedom of speech rights and the harm that might be done to children through commercial messages. This book explores all of these issues and looks to the future in considering how effective codes of practice and regulation will develop.
"An exciting and engagingly written book. The case studies are intriguing and the discussion of previous theories impeccable." - Dr. Heather Montgomery, The Open University "What is a child? Kate Cregan and Denise Cuthbert begin this path-breaking and compelling work with a deceptively simple question. From this seemingly straightforward formulation, they unravel, interrogate and engage with some of the most pressing issues related to children in the early 21st century... This book is an absolute must for scholars in all the fields of childhood studies." - Professor Joy Damousi, University of Melbourne Global Childhoods draws on the authors' interdisciplinary backgrounds and original research in the fields of embodiment, theorisations of childhood, children's policy, child placement and adoption, and family formation. The book critically demonstrates how following from the modern construction of childhood which emerged unevenly from the late eighteenth century, the twentieth century saw the emergence of the conception of the normative global child, a figure finally enshrined in the United Nations Convention on the Rights of the Child. The book offers a wide-ranging critical analysis of approaches to children and childhood across the social sciences. Through stimulating case studies which include the experiences of child soldiers, orphans, forced child migrants, and children and biomedicine, Cregan and Cuthbert critically test the notion of the `global child' against the lived experiences of children around the globe. Kate Cregan and Denise Cuthbert draw on and contributes to debates on children and the idea of the child in a wide range of disciplines: sociology, anthropology, education, children's studies, cultural studies, history, psychology, law and development studies. In its historical coverage of the rise of the concepts of the child and the global child, its critical engagement with the theorisation of childhood, and its detailed case studies, the book is essential reading for the study of children and childhood.
View the Table of Contents.
"Brave and appealing. Saunders deserves attention for
challenging free-expression orthodoxy."
"This is an unusually thoughtful and sophisticated book about
what freedom of speech means in the real world. Offers a clear,
sensible, and rule-governed system of free speech for the younger
The First Amendment is vital to our political system, our cultural institutions, and our routine social interactions with others. In this provocative book, Kevin Saunders asserts that freedom of expression can be very harmful to our children, making it more likely that they will be the perpetrators or victims of violence, will grow up as racists, or will use alcohol or tobacco.
Saving Our Children from the First Amendment examines both the value and cost of free expression in America, demonstrating how an unregulated flow of information can be detrimental to youth. While the great value of the First Amendment is found in its protection of our most important political freedoms, this is far more significant for adults, who can fully grasp and benefit from the freedom of expression, than for children. Constitutional prohibitions on distributing sexual materials to children, Saunders proposes, should be expanded to include violent, vulgar, or profane materials, as well as music that contains hate speech.
Saunders offers an insightful meditation on the problem of protecting our children from the negative effects of freedom of expression without curtailing First Amendment rights for adults.
Chinese childhood is undergoing a major transformation. This book explores how government policies introduced in China over the last few decades and processes of social and economic change are reshaping the lives of children and the meanings of childhood in complex, contradictory ways. Drawing on a broad range of literature and original ethnographic research, Naftali explores the rise of new ideas of child-care, child-vulnerability and child-agency; the impact of the One-Child Policy; and the emergence of children as independent consumers in the new market economy. She shows that Chinese boys and increasingly girls, too are enjoying a new empowerment, a development that has met with ambiguity and resistance from both caregivers and the state. She also demonstrates how economic restructuring and the recent waves of rural/urban migration have produced starkly unequal conditions for children's education and development both in the countryside and in the cities. Children in China is essential reading for students and scholars seeking a deeper understanding of what it means to be a child in contemporary China, as well as for those concerned with the changing relationship between children, the state and the family in the global era.
This book addresses the frustrating gap between research conducted on effective practices and the lack of routine use of such practices. The author introduces a model for reducing the gap between research and practice, highlighting the roles of social networks, research evidence, practitioner/policymaker decision-making, research-practice-policy partnerships, and cultural exchanges between researchers and practitioners and policymakers. He concludes with a discussion of how the model may be used to develop more widespread use of evidence-based practices, as well as partnerships that promote ongoing quality improvement in services delivery.
Are children today growing up too soon? How do they - and their
parents - feel about media portrayals of sex and personal
relationships? Are the media a corrupting influence, or a
potentially positive and useful resource for young people? Drawing
on an extensive research project, which investigated children's
interpretations of sexual content in films, TV and print media,
this book considers how young people (ages 9-17) use such material
to understand their experiences and build their identities; and how
they and their parents respond to public concerns about these
issues. The book offers a clearly-written and entertaining insight
into children's and parents' perspectives on these difficult issues
- perspectives that are often ignored or trivialized in public
Possibility and Necessity was first published in 1987. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.Jean Piaget was preoccupied, later in life, with the developing child's understanding of possibility--how the child becomes aware of the potentially unlimited scope of possible actions and learns to choose among them. Piaget's approach to this question took on a new openness to real-life situations, less deterministic than his earlier, ground-breaking work in cognitive development. The resulting two-volume work--his last--was published in France in 1981 and 1983 and is not available for the first time in English translation. Possibility and Necessity combines theoretical interpretation with detailed summaries of the experiments that Piaget and his colleagues used to test their hypotheses.Piaget's intent, in Volume 1, is to explore the process whereby possibilities are formed. He chooses to understand the possible not as something predetermined by initial conditions; rather, in his use of the term, possibilities are constantly coming into being, and have no static characteristics--each arises from an event which has produced an opening onto it, and its actualization will in turn give rise to other openings. In perceiving that a possibility can be realized, and in acting upon it, the child creates something that did not exist before.To observe this process, Piaget and his associates devised a series of thirteen problems appropriate for children ranging in age from four or five to eleven or twelve; they were asked to name all possible ways three dice might be arranged, for example, or a square of paper sectioned. The experimenters had two primary aims--to discover to what extent the child's capacity to see possibilities develops with age, and to determine the place in cognitive development of this capacity--does it precede or follow the advent of operational thought structures? In charting this process, Piaget discerns a growing interaction between possibility and necessity. How the child comes to understand necessity and achieves a dynamic synthesis--or equilibrium -- between the possible and the necessary is discussed by Piaget and his colleagues in Volume 2, The Role of Necessity in Cognitive Development, also published by Minnesota.
The Children of Immigrants at School explores the 21st-century consequences of immigration through an examination of how the so-called second generation is faring educationally in six countries: France, Great Britain, the Netherlands, Spain, Sweden and the United States. In this insightful volume, Richard Alba and Jennifer Holdaway bring together a team of renowned social science researchers from around the globe to compare the educational achievements of children from low-status immigrant groups to those of mainstream populations in these countries, asking what we can learn from one system that can be usefully applied in another. Working from the results of a five-year, multi-national study, the contributors to The Children of Immigrants at School ultimately conclude that educational processes do, in fact, play a part in creating unequal status for immigrant groups in these societies. In most countries, the youth coming from the most numerous immigrant populations lag substantially behind their mainstream peers, implying that they will not be able to integrate economically and civically as traditional mainstream populations shrink. Despite this fact, the comparisons highlight features of each system that hinder the educational advance of immigrant-origin children, allowing the contributors to identify a number of policy solutions to help fix the problem. A comprehensive look at a growing global issue, The Children of Immigrants at School represents a major achievement in the fields of education and immigration studies.
Richard Alba is Distinguished Professor of Sociology at the City University of New York's Graduate Center. His publications include Remaking the American Mainstream (with Victor Nee) and Blurring the Color Line.
Jennifer Holdaway is a Program Director at the Social Science Research Council, where her work has focused on migration and its interaction with processes of social change and stratification.
Parent-child dyad art therapy, in which parent and child share the production of an artwork, is a new branch of art therapy. Its aim is to reinforce or re-establish bonds between children and parents, and it provides a space where parents' early unresolved conflicts and children's developmental abilities can be expressed. This work explores many aspects of dyad art therapy including attachment relationship theories, the roles of parents and art therapists in dyad interventions, the importance of the tactile experience, and ways in which dyad art therapy could be used to treat other age groups.
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