How did children feel in the Middle Ages and early modern times? How did adults feel about the children around them? This collection addresses these fundamental but rarely asked questions about social and family relations by bringing together two emerging fields within cultural history - childhood and emotion - and provides avenues through which to approach their shared histories. Bringing together a wide range of material and sources such as court records, self-narratives and educational manuals, this collection sheds a new light on the subject. The coverage ranges from medieval to eighteenth-century Europe and North America, and examines Catholic, Protestant, Puritan and Jewish communities. Childhood emerges as a function not of gender or age, but rather of social relations. Emotions, too, appear differently in source-driven studies in that they derive not from modern assumptions but from real, lived experience. Featuring contributions from across the globe, Childhood and Emotion comes a step closer to portraying emotions as they were thought to be experienced by the historical subjects. This book will establish new benchmarks not only for the history of these linked subjects but also for the whole history of social relations.

How did children feel in the Middle Ages and early modern times? How did adults feel about the children around them? This collection addresses these fundamental but rarely asked questions about social and family relations by bringing together two emerging fields within cultural history - childhood and emotion - and provides avenues through which to approach their shared histories. Bringing together a wide range of material and sources such as court records, self-narratives and educational manuals, this collection sheds a new light on the subject. The coverage ranges from medieval to eighteenth-century Europe and North America, and examines Catholic, Protestant, Puritan and Jewish communities. Childhood emerges as a function not of gender or age, but rather of social relations. Emotions, too, appear differently in source-driven studies in that they derive not from modern assumptions but from real, lived experience. Featuring contributions from across the globe, Childhood and Emotion comes a step closer to portraying emotions as they were thought to be experienced by the historical subjects. This book will establish new benchmarks not only for the history of these linked subjects but also for the whole history of social relations.

In acquiring communicative competence, children must learn to speak not only grammatically but also appropriately. Although rules for appropriate language use may vary from culture to culture, they are usually sensitive across languages to many of the same factors, including the context and the topic of the discourse, and the sex, age, familiarity and relative status of the speaker and the listener. There is available detailed evidence of the ways in which adults consistently modify their speech to foreigners, of phonological, syntactic, and lexical markings of language in professional settings, and of differences in men's and women's speech that are tied to their roles in society. This book examines young children's knowledge of the sociolinguistic rules that govern appropriate language use, exploring (i) the repertoire of registers (ie speech varieties) that young children possess; (ii) the linguistic devices that they use to mark distinct registers; (iii) the way their skill in using these registers develops.

Until the close of the 19th century, many children in America were employed in farming, mills and mines or sold newspapers and fruits and vegetables on the streets. The crusaders of the Progressive Era believed child labour was an evil that maimed the children, exploited the poor and suppressed adult wages. The child should be in school till age 16, they demanded, in order to become good citizens. The battle for and against child labour was fought in the press as well as state and federal legislatures. Several federal efforts to ban child labour were struck down by the Supreme Court. An attempt to amend the Constitution to ban child labour failed to gain enough support. It took the Great Depression and New Deal legislation to pass the Fair Labor Standards Act of 1938 (and receive the support of the Supreme Court). It is widely agreed that ending child labour and keeping children in school are measures of a nation's social advancement.

This book examines the contemporary era where parents complain that children today don't do their homework because they are distracted by the Internet, texting, and video games. Texting Toward Utopia presents the writings of todays children and develops the argument that this is actually a time of mass literary, in which young people write furiously, albeit often below the adult radar. Agger argues that where texting replaces textbooks, the writing may be emoticon-laden, slangy, or terse, but it is still profound, as children (and their parents) engage in resistance and write for a better world. This book is a guide to understanding the meeting point between a new generation of children and new communication technologies.

First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

Dickens and the Children of Empire examines the themes of childhood and empire throughout Dickens' ouevre. The prestigious group of contributors initiate and extend debates on the subjects of post-colonialism, literature of the child, and present childhood as an apt metaphor for the colonized subject in Dickens' work.

'We can reach far more people through sport than we can through political or educational programmes. In that way, sport is more powerful than politics. We have only just started to use its potential to build up this country. We must continue to do so.' - Nelson Mandela Nelson Mandela's statement reflects a widely held view that sport can contribute in unique and far-reaching ways to the delivery of important social outcomes. But is this really the case? Can sport bring people from different backgrounds together, and in so doing act as a force for social transformation and change? In the language of policymakers and practitioners, can sport contribute to social inclusion or could it be argued that sport acts to marginalize and disadvantage some groups in society? In other words could sport reinforce, rather than challenge, social inequality? Focusing on youth sport as a touchstone sector of sport in society, this book examines the theoretical and empirical bases of arguments for the role of sport in social inclusion agendas. Authors are drawn from around the world and offer critical perspectives on assumptions underpinning the bold claims made about the power of sport. This book represents the most up-to-date and authoritative source of knowledge on inclusion and exclusion in youth sport. As such, it is essential reading for those who want to use sport to 'make a difference' in young people's lives. It is, therefore, recommended for students, researchers, policy makers and practitioners working in sports development, sports coaching, sport studies or physical education.

On December 7, 1828, Lewis Bissell Dougherty was born at Cantonment Leavenworth, the military post of the Missouri River. For the rest of his life, Dougherty carried a footnote to his name: he was one of the first white children to be born in Kansas. These "first" children came to be celebrated as white America's first steps onto the Western frontier. In "Children of the Western Plains," Marilyn Holt rescues the experience of children from the usual adult perspectives on Western history. Her book is the first in a new series that will emphasize the experience of children during different times and at different locales in the American past. The books will be abundantly illustrated with black-and-white photographs and drawings. They will take advantage of primary source materials, reminiscences, documents, and secondary works in telling the story of American children throughout the nation's history. In Ms. Holt's book, she explores what life was like for youngsters who lived on the Great Plains in nineteenth-century frontier life. She is especially interested in how they were raised, how they were influenced by their environment, and what sort of independence they experienced while growing up. Her chapters address a breadth of experiences and perceptions: why families came to the Great Plains and where they decided to settle; how families and communities were organized for education, work, and play; how health care, accidents, and mortality affected childhoods; and what children experienced outside the home. As much as possible, she lets the children speak for themselves. This is their story. With 25 black-and-white photographs.

Winner of the NUI Publication Prize in Irish History 2015. This book examines the phenomenon of infanticide in Ireland from 1850 to 1900, examining a sample of 4,645 individual cases of infant murder, attempted infanticide and concealment of birth. Evidence for this study has been gleaned from a variety of sources, including court documents, coroners' records, prison files, parliamentary papers, and newspapers. Through these sources, many of which are rarely used by scholars, attitudes towards the crime, the women accused of the offence, and the victim, are revealed. Although infant murder was a capital offence during this period, none of the women found guilty of the crime were executed, suggesting a degree of sympathy and understanding towards the accused. Infanticide cases also allude to complex dynamics and tensions between employers and servants, parents and pregnant daughters, judges and defendants, and prison authorities and inmates. This book highlights much about the lived realities of nineteenth-century Ireland. -- .

Winner, Outstanding Scholarly Contribution Award of the Section on Children and Youth, given by the American Sociological Association Finalist for the 2021 C. Wright Mills Award, given by the Society for the Study of Social Problems Latinx children navigating identity, citizenship, and belonging in a divided America An estimated sixty million people in the United States are of Latinx descent, with youth under the age of eighteen making up two-thirds of this swiftly growing demographic. In Growing Up Latinx, Jesica Siham Fernandez explores the lives of Latinx youth as they grapple with their social and political identities from an early age, and pursue a sense of belonging in their schools and communities as they face an increasingly hostile political climate. Drawing on interviews with nine-to-twelve-year-olds, Fernandez gives us rare insight into how Latinx youth understand their own citizenship and bravely forge opportunities to be seen, to be heard, and to belong. With a compassionate eye, she shows us how they strive to identify, and ultimately redefine, what it means to come of age-and fight for their rights-in a country that does not always recognize them. Fernandez follows Latinx youth as they navigate family, school, community, and country ties, richly detailing their hopes and dreams as they begin to advocate for their right to be treated as citizens in full. Growing Up Latinx invites us to witness the inspiring power of young people as they develop and make heard their political voices, broadening our understanding of citizenship.

Between 1939 and 1945, some 80,000 Finnish children were sent to Sweden, Denmark, and elsewhere, ostensibly to protect them from danger while their nation's soldiers fought superior Soviet and German forces. This was the largest of all of World War II children's transports, and although acknowledged today as "a great social-historical mistake," it has received surprisingly little attention. This is the first English-language account of Finland's war children and their experiences, told through the survivors' own words. Supported by an extensive introduction, a bibliography of secondary sources, and over two dozen photographs, this book testifies to the often-lifelong traumas endured by youthful survivors of war.

Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children s access to certain knowledge and explores how this regulation contributes to the construction of childhood, to children s vulnerability and to the constitution of the good future citizen in developed countries.

Through this controversial analysis, Kerry H. Robinson critically engages with the relationships between childhood, sexuality, innocence, moral panic, censorship and notions of citizenship. This book highlights how the strict regulation of children s knowledge, often in the name of protection or in the child s best interest, can ironically, increase children s prejudice around difference, increase their vulnerability to exploitation and abuse, and undermine their abilities to become competent adolescents and adults. Within her work Robinson draws upon empirical research to:

• provide an overview of the regulation and governance of children s access to difficult knowledge, particularly knowledge of sexuality
• explore and develop Foucault s work on the relationship between childhood and sexuality
• identify the impact of these discourses on adults understanding of childhood, and the tension that exists between their own perceptions of sexual knowledge, and the perceptions of children
• reconceptualise children s education around sexuality.

Innocence, Knowledge and the Construction of Childhood" is essential reading for both undergraduate and postgraduate students undertaking courses in education, particularly with a focus on early childhood or primary teaching, as well as in other disciplines such as sociology, gender and sexuality studies, and cultural studies.

Gaudiopolis (The City of Joy) was a pedagogical experiment that operated in a post-World War II orphanage in Budapest. This book tells the story of this children's republic that sought to heal the wounds of wartime trauma, address prejudice and expose the children to a firsthand experience of democracy. The children were educated in freely voicing their opinions, questioning authority, and debating ideas. The account begins with the saving of hundreds of Jewish children during the Siege of Budapest by the Lutheran minister Gabor Sztehlo together with the International Red Cross. After describing the everyday life and practices of self-rule in the orphanage that emerged from this rescue operation, the book tells how the operation of the independent children's home was stifled after the communist takeover and how Gaudiopolis was disbanded in 1950. The book then discusses how this attempt of democratization was erased from collective memory. The erasure began with the banning of a film inspired by Gaudiopolis. The Communist Party financed Somewhere in Europe in 1947 as propaganda about the construction of a new society, but the film's director conveyed a message of democracy and tolerance instead of adhering to the tenets of socialist realism. The book breaks the subsequent silence on "The City of Joy," which lasted until the fall of the Iron Curtain and beyond.

Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children s access to certain knowledge and explores how this regulation contributes to the construction of childhood, to children s vulnerability and to the constitution of the good future citizen in developed countries.

Through this controversial analysis, Kerry H. Robinson critically engages with the relationships between childhood, sexuality, innocence, moral panic, censorship and notions of citizenship. This book highlights how the strict regulation of children s knowledge, often in the name of protection or in the child s best interest, can ironically, increase children s prejudice around difference, increase their vulnerability to exploitation and abuse, and undermine their abilities to become competent adolescents and adults. Within her work Robinson draws upon empirical research to:

• provide an overview of the regulation and governance of children s access to difficult knowledge, particularly knowledge of sexuality
• explore and develop Foucault s work on the relationship between childhood and sexuality
• identify the impact of these discourses on adults understanding of childhood, and the tension that exists between their own perceptions of sexual knowledge, and the perceptions of children
• reconceptualise children s education around sexuality.

Innocence, Knowledge and the Construction of Childhood" is essential reading for both undergraduate and postgraduate students undertaking courses in education, particularly with a focus on early childhood or primary teaching, as well as in other disciplines such as sociology, gender and sexuality studies, and cultural studies.

How should we understand transgenderism, especially as it affects children and adolescents? Psychiatric manuals include transgenderism among mental illnesses (Gender Identity Disorder). Such inclusion is relatively recent, and even the words transsexual and transgender were coined only a few decades ago. Yet stories of children with an in-between gender have always been, albeit symbolically, a part of popular culture. Drawing on fairy tales, as well as from personal narratives and clinical studies, this book explains how "Gender Identity Disorder" manifests in children, critically evaluating various clinical approaches and examining the ethical and legal issues surrounding the care and treatment of these youths. The book argues that Gender Identity Disorder is not pathology, and that medicine and society should assist children in expressing themselves, without attempting to force them to adapt to a gender that does not match with their perceived identity.

This book examines the everyday living conditions experienced and also shaped by young people in Europe. Contributors reflect on the current context of economic, social and political change affecting youth in the critical transition from dependence to independence. The volume provides the reader with a multi-dimensional and interdisciplinary view of youth cultures, drawn from a variety of recent research throughout the continent.

How might society benefit if children were recognized as independent thinkers, capable of seeing clearly and contributing in valuable ways to our world? How would children's lives change if what they said was not often ignored or patronized? In the United States and around the world, ageism remains a widespread prejudice, leading us to make assumptions about, dismiss, and underestimate the perspectives of people of particular ages, including children. Before they utter a word, their voices are judged as less important than those of adults, or as not important at all. In a series of conversations with children about many of life's important philosophical questions, Seen and Not Heardreveals children as perceptive and original thinkers. Guided by discussions about the meaning of childhood, friendship, justice and fairness, happiness, and death, the book invites us to rethink our beliefs about children and become more receptive to the ways we can learn from the children in our lives.

Despite society's current preoccupation with interrelated issues such as obesity, increasingly sedentary lifestyles and children's health, there has until now been little published research that directly addresses the place and meaning of physical activity in young people's lives. In this important new collection, leading international scholars address that deficit by exploring the differences in young people's experiences and meanings of physical activity as these are related to their social, cultural and geographical locations, to their abilities and their social and personal biographies.

The book places young people's everyday lives at the centre of the study, arguing that it this 'everydayness' (school, work, friendships, ethnicity, family routines, interests, finances, location) that is key to shaping the engagement of young people in physical activity. By allowing the voices of young people to be heard through these pages, the book helps the reader to make sense of how young people see physical activity in their lives.

Drawing on a breadth of theoretical frameworks, and challenging the orthodox assumptions that underpin contemporary physical activity policy, interventions and curricula, this book powerfully refutes the argument that young people are 'the problem' and instead demonstrates the complex social constructions of physical activity in the lives of young people. Young People, Physical Activity and the Everyday is essential reading for both students and researchers with a particular interest physical activity, physical education, health, youth work and social policy.

We cannot understand the United States in the twentieth century, the century of the child, without understanding the prominent part that children and adolescents have played in the American story. Much has changed for young people during this century and this is the first work to illuminate those developments from the turn of the century to today. Rich in detail, this work tells the story, often through the words of children themselves, of young people not only as part of the broader changes that have swept American life but as initiators of change in our everyday life, work and play, institutions and values. No other book has done this.

As a reference tool the work is divided into four chronological chapters, 1900-1920, 1921-1940, 1941-1960, and 1960 to the present. Each chapter contains six sections, At Home, At Play, At Work, At School, Health, and Children and the Law. From the teddy bear to the Barbie doll; from child labor in sweatshops to teenage workers in McDonald's; from the one-room schoolhouse to the SATS, from childhood scourges to the eradication of many childhood diseases, each chapter offers copious detail and fascinating narrative about children's lives. The reader can learn about all the topics in a particular era or focus on one topic and follow it through the decades. The many tables and statistics will aid the reader and researcher. Each chapter concludes with a narrative bibliography of recommended works of interest on the topics discussed. A selection of photos complements the text. This work will be invaluable to social studies and American history classes and teachers, high school and public libraries, and students of American social history.

This book provides the first overarching, empirically grounded, critical analysis of child trafficking as an idea, ordering principle, and artefact of politics. It examines (once) hegemonic anti-child trafficking discourse, policy and practice, and does so by placing secondary literature from around the world in conversation the author's paradigmatic case study of the situation in southern Benin. It deconstructs the child trafficking paradigm, contrasts it with 'real' histories of child and youth labour and mobility, and seeks to explain it by going 'inside' the anti-trafficking field. In doing so, Howard tells a gripping story of ideology at work.

The Global History of Childhood Reader provides an essential collection of chapters and articles on the global history of childhood. The Reader is structured thematically so as to provide both a representative sampling of the historiography as well as an overview of the key issues of the field, such as childhood as a social construct, commonalities and differences globally, and why the twentieth century was not the "century of the child" for most of the world's children. The Reader is divided into four parts: Theories and methodologies of the history of childhood Constructions of childhood in different times and places Children's experiences in different times and places Usage of the past to articulate solutions to problems facing children today. Topics covered include theories and methodologies in the global history of childhood, sources for writing a global history of childhood, education, gender, disability, race, class and religion, the individual in history and emotions, violence, labour and illiteracy. With introductions that contextualize each of the four parts and the articles, further reading sections and questions; this is the perfect guide for all students of the history of childhood.

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.

The child star is an iconic figure in Western society representing a growing cultural trend which idolises, castigates and fetishises the image of the perfect, innocent and beautiful child. In this book, Jane O'Connor explores the paradoxical status of the child star who is both adored and reviled in contemporary society. Drawing on current debates about the commercialisation and sexualisation of childhood and fears about children 'growing up too soon', she identifies hostile media attention around child stars as indicative of broader social concerns about the 'correct' role and place of children in relation to normative ideals of childhood. Through reference to extensive empirical examples of the way child stars such as Shirley Temple, Macaulay Culkin, Charlotte Church and Jackie Coogan have been constructed in the media, this book illustrates both the powerlessness and the power held by this tiny band of children, and demonstrates their significance as representatives of the public face of childhood throughout the twentieth century and beyond.