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.

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.

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.

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.

A new introduction contextualises this pioneering book in the field of child and adolescent therapy, and emphasises its continued impact on the field.

This book explores the evolution of male writers marked by peculiar traits of childlike immaturity. The 'Boy-Man' emerged from the nexus of Rousseau's counter-Enlightenment cultural primitivism, Sensibility's 'Man of Feeling', the Chattertonian poet maudit, and the Romantic idealisation of childhood. The Romantic era saw the proliferation of boy-men, who congregated around such metropolitan institutions as The London Magazine. These included John Keats, Leigh Hunt, Charles Lamb, Hartley Coleridge, Thomas De Quincey and Thomas Hood. In the period of the French Revolution, terms of childishness were used against such writers as Wordsworth, Keats, Hunt and Lamb as a tool of political satire. Yet boy-men writers conversely used their amphibian child-adult literary personae to critique the masculinist ideologies of their era. However, the growing cultural and political conservatism of the nineteenth century, and the emergence of a canon of serious literature, inculcated the relegation of the boy-men from the republic of letters.

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.

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.

Datafied Childhoods examines the multiple ways in which datafication, algorithms, and artificial intelligence (AI) transform the contexts for children: at home, school, and in peer and parent-child relationships. The COVID-19 pandemic provides an important moment for reimagining how data are repurposed for the social good and best interests of children.

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.

The child labour debate, the Child Rights Convention and the target of universal primary education in the Millennium Development Goals have drawn increasing attention to children in developing countries. Alongside, a debate has waged on the need for child participation and the appropriateness of spreading allegedly western norms of childhood. This book aims to uncover the daily life of children in selected areas in Vietnam, India, Burkina Faso, Tanzania, Nicaragua and Bolivia against the background of those debates. Children, Structure and Agency takes a close look at the activities, the aspirations and the deliberations of hundreds of poor children in the age category from 9 to 14, on the basis of a dawn-to-sunset observation over a couple of days. By empowering children to make people listen to them, children can play a more an active role in their community. The book addresses the issue of such child agency and the structural constraints to that agency. This text would be of interest to child-centred development aid organisations and scholars dealing with issues of child participation, child rights, child labour and education.

This volume is an important contribution to the literature on children, their life worlds and child-parent interaction in multicultural settings. It is not entirely new that children have agency. The merit of the authors of this volume is that they are starting to address which strategies children may use both to strengthen and utilize this agency, and not the least point at limitations of agency. . Harald Beyer Broch, University of Oslo

Overall this is a strong volume with a coherent narrative and some very rich ethnography. I enjoyed reading it-all the contributors write well and have focused on the themes of the book. The links made between academic and practitioner work were very well done and the personal voices of the authors come through strongly. This is often an extremely hard task to pull off without becoming self-indulgent but in this case it worked very well. . Heather Montgomery, The Open University, UK

Children and youth, regardless of their ethnic backgrounds, are experiencing lifestyle choices their parents never imagined and contributing to the transformation of ideals, traditions, education and adult-child power dynamics. As a result of the advances in technology and media as well as the effects of globalization, the transmission of social and cultural practices from parents to children is changing. Based on a number of qualitative studies, this book offers insights into the lives of children and youth in Britain, Japan, Spain, Israel/Palestine, and Pakistan. Attention is focused on the child's perspective within the social-power dynamics involved in adult-child relations, which reveals the dilemmas of policy, planning and parenting in a changing world.

Jacqueline Waldren is Research Associate, Lecturer and Tutor in the Department of Social and Cultural Anthropology and International Gender Studies and a member of Linacre College, University of Oxford. Her research on Europe includes identity, gender, migration, tourism and lifestyle changes. Her publications include "Insiders and Outsiders" (1996), "Tourists and Tourism" (co-ed., 1997), "Anthropological Perspectives on Local Development" (co-ed., 2004) and many articles. She is Director of DAMARC, Deia Archaeological and Anthropological Museum and Research Centre in Mallorca, Spain.

Ignacy-Marek Kaminski is a Lecturer in Social Anthropology at Mejiro University, Tokyo; Associate Senior Research Fellow in the Department of Social Anthropology at Goteborg University; and Visiting Senior Fellow at Linacre College, Oxford University. He has done fieldwork among the Ainu, Inuit, Roma and Ryukyuans; his research focuses on transitive identity, conflict resolution and leadership. His works are published in twelve languages.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

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.

Drawing on art history, literary studies and social history, the essays in this volume explore a range of intersections between gender and constructions of childhood in the 15th, 16th and 17th centuries in Italy, England, France and Spain. The essays are grouped around the themes of celebration and loss, education and social training, growing up and growing old. Contributors grapple with ways in which constructions of childhood were inflected by considerations of gender throughout the early modern world. In so doing, they examine representations of children and childhood in a range of sources from the period, from paintings and poetry to legal records and personal correspondence. The volume sheds light on some of the ways in which, in the relations between Renaissance children and their parents and peers, gender mattered. Gender and Early Modern Constructions of Childhood enriches our understanding of individual children and the nature of familial relations in the early modern period, as well as of the relevance of gender to constructions of self and society.

Latino men and boys in the United States are confronted with a wide variety of hardships that are not easily explained or understood. They are populating prisons, dropping out of high school, and are becoming overrepresented in the service industry at alarming degrees. Young Latino men, especially, have among the lowest wages earned in the country, a rapidly growing rate of HIV/AIDS, and one of the highest mortality rates due to homicide. Although there has been growing interest in the status of men in American society, there is a glaring lack of research and scholarly work available on Latino men and boys.

This groundbreaking interdisciplinary volume, edited by renowned scholars Pedro Noguera, A?da Hurtado and Edward Fergus addresses the dearth of scholarship and information about Latino men and boys to further our understanding of the unique challenges and obstacles that they confront during this historical moment. The contributors represent a cross section of disciplines from health, criminal justice, education, literature, psychology, economics, labor, sociology and more. By drawing attention to the sweeping issues facing this segment of the population, this volume offers research and policy a set of principles and overarching guidelines for decreasing the invisibility and thus the disenfranchisement of Latino men and boys.

Latino men and boys in the United States are confronted with a wide variety of hardships that are not easily explained or understood. They are populating prisons, dropping out of high school, and are becoming overrepresented in the service industry at alarming degrees. Young Latino men, especially, have among the lowest wages earned in the country, a rapidly growing rate of HIV/AIDS, and one of the highest mortality rates due to homicide. Although there has been growing interest in the status of men in American society, there is a glaring lack of research and scholarly work available on Latino men and boys.

This groundbreaking interdisciplinary volume, edited by renowned scholars Pedro Noguera, A?da Hurtado and Edward Fergus addresses the dearth of scholarship and information about Latino men and boys to further our understanding of the unique challenges and obstacles that they confront during this historical moment. The contributors represent a cross section of disciplines from health, criminal justice, education, literature, psychology, economics, labor, sociology and more. By drawing attention to the sweeping issues facing this segment of the population, this volume offers research and policy a set of principles and overarching guidelines for decreasing the invisibility and thus the disenfranchisement of Latino men and boys.

"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.

Encyclopedia of Infant and Early Childhood Development, Second Edition, provides a comprehensive entry point into the existing literature on child development in the fields of psychology, genetics, neuroscience and sociology. Featuring 171 chapters, across 3 volumes, this work helps readers understand these developmental changes, when they occur, why they occur, how they occur, and the factors that influence development. Although some medical information is included, the emphasis lies mainly in normal growth, primarily from a psychological perspective. Comprehensive and in-depth scholarly articles cover theoretical, applied and basic science topics, providing an interdisciplinary approach. All articles have been completely updated, making this resource ideal for a wide range of readers, including advanced undergraduate and graduate students, researchers and clinicians in developmental psychology, medicine, nursing, social science and early childhood education.

Offering a sociocultural approach to education and learning, this fascinating exploration of childhood provides an in-depth understanding of how children make sense of the world and the people in it. Examining the ways in which children express their thoughts, feelings and actively generate meaning through experience and interaction, this fully revised and updated new edition is illustrated throughout by extensive case studies and covers a diverse range of topics, including: socio-historical and global child development over time and place; the child as meaning-maker and active learner; learning in the context of family, culture, group, society; representing and re-representing the world; understanding roles, identity, race and gender; making sense of science and technology; the implications of neuroscience. Taking a clearly articulated and engaging perspective, Sandra Smidt draws upon multiple sources and ideas to illustrate many of the facets of the developing child in a contemporary context. She depicts children as symbol users, role-players, investigators and creative thinkers, and follows children's progress in forming their understanding of their environment, asking questions about it, and expressing it through music, dance, art and constructive play. Highly accessible, and with points for reflection concluding each chapter, The Developing Child is essential reading for teachers, lecturers and students taking courses in early childhood, psychology or sociology.

The Future of Memory interviews more than 30 individuals who were children at the time of the Argentine dictatorship from 1976 to 1983. They include children of parents disappeared and murdered by the military, children off families who had to go into exile, and 'stolen children', taken from their parents and raised by military families in ignorance of their true origin. It examines how children experience state terror and loss, and in doing so provides a very personal introduction to the recent political past in Argentina.

This book brings together internationally renowned academics and professionals from a variety of disciplines who, in a variety of ways, seek to understand the legal, conceptual and practical consequences of parental imprisonment through a children's rights lens. Children whose parents have been incarcerated are often referred to as "invisible victims of crime and the penal system." It is well accepted that the imprisonment of a parent, even for a short period of time, not only negatively affects the lives of children but it can also result in a gross violation of their fundamental human rights, such as the right of access to their parent and the right to have an input into decision-making processes affecting them, the outcomes of which will without doubt affect the life of the child concerned. This collection foregrounds the voice of these children as it explores transdisciplinary boundaries and examines the practice and development of the rights of both children and their families within the wider dynamic of criminal justice and penology practice. The text is divided into three parts which are dedicated to 1) hearing the voices of children with parents in prison, 2) understanding to what extent children's rights informs prison policy, and 3) demonstrating how law in the form of children's rights can help frame both court sentencing and prison practice in a way that minimises the harm that contact with the prison system can cause. The research drawn upon in this book has been conducted in a number of European countries and demonstrates both good and bad practice as far as the implementation of children's rights is concerned in the context of parental incarceration. An accessible and compelling read, this book will appeal to students and scholars of law, children's rights, criminology, sociology, social work, psychology, penology and all those interested in, and working towards, protecting the rights of children who have a parent in prison.