Making Art History is a collection of essays by contemporary scholars on the practice and theory of art history as it responds to institutions as diverse as art galleries and museums, publishing houses and universities, school boards and professional organizations, political parties and multinational corporations.

The text is split into four thematic sections, each of which begins with a short introduction from the editor, the sections include:

• Border Patrols, addresses the artistic canon and its relationship to the ongoing 'war on terror', globalization, and the rise of the Belgian nationalist party.
• The Subjects of Art History, questions whether 'art' and 'history' are really what the discipline seeks to understand.
• Instituting Art History, concerns art history and its relation to the university and raises questions about the mission, habits, ethics and limits of university today.
• Old Master, New Institutions, shows how art history and the museum respond to nationalism, corporate management models and the 'culture wars'.

Fathers, Prisons, and Family Reentry: Presencing as a Framework and Method asks scholars, policy makers, advocates, and practitioners to rethink family reentry in a new light, to seek to understand both the urgent and intolerable loss as well as the real and present potential of families. There are almost one million parents of minor-aged children currently serving time in U.S. prisons-most of them fathers. Based on post-phenomenological analyses, William Muth offers a new framework for conceptualizing family reentry as a present phenomenon. It seeks to reveal the intense ways incarcerated fathers and their families live their present-absence, and draws on these intensities to define a new role for researchers and practitioners: nurturing the potential of families in the here and now. The current situation is intolerable. A credible family reentry approach is urgently needed. This book is an attempt to address these families as they potentially are, and might become, if we would be willing to "meet them half-way," in the words of the poet Alice Fulton.

Drawing on evidence from studies on both sides of the Atlantic, this beautifully written book from Judy Dunn, the leading international authority on childhood development, considers the nature and significance of children's early friendships.
accessible and comprehensive book on friendship, beautifully written by a world authority;
features a foreword by Jerome Bruner, one of the most influential psychologists alive today;
stresses the importance of friendships to young children and considers the implications of friendship for our understanding of children's development more generally;
draws out the practical implications for parents, teachers and those who care for children;
considers how to help children with friendship difficulties and what to do about 'trouble-making' friendships and bullying;
latest addition to the Understanding Children's Worlds series.

While there is an expanding literature of qualitative studies with children, there is relatively little in that literature that examines the fieldwork process with them. Author Robyn Holmes looks at fieldwork with children from a number of perspectives and helps to address the needs of researchers working with children. Holmes lays out an overview for the study of children in the early chapters, discussing basic methodology and considering the school as the primary site for studying children. In later chapters she closely examines how a researcher's personal attributes, such as gender and ethnicity can and do effect the fieldwork process with children. Straightforward and clear, Fieldwork with Children is a practical guide and will be an excellent resource for students and scholars involved in the study of children.

Providing readers with a unique insight into conducting research, this exciting book describes the thought and work processes of researchers as they complete their projects. Engaging and accessible it investigates all the key aspects of this topic and advice on how to conduct interviews, study the everyday life of an organization, and many other standard methods of conducting research. This is not a prescriptive methodology textbook, rather it explores how to approach, think and act in interaction with the empirical field.

Comprehensive and accessible, this thought-provoking text shows readers how to develop management investigations skills, and will be invaluable for final year undergraduates, masters and PhD students.

In this, the first sociology book to consider the important issue of how children identify with place and nation, the authors use original research and international case studies to explore this topic in depth. The book is rooted in original qualitative research the authors conducted with a diverse sample of children (aged eight to eleven) across Wales, but this data is also located in the context of existing international research on place identity. The book features analysis of lively exchanges between children on their local, national and global identities, politics, language and race. It engages with important social and political questions such as whether cultural distinctiveness can be preserved in a context of globalization, whether we are destined to passively receive dominant representations of the nation or can creatively construct our own versions; and whether national identities are necessarily exclusive. Most importantly, the book focuses on what local and national identities mean to children in an era of cultural and economic globalization. Including material on racialization, language, politics, class and gender, Children, Place and Identity will be a valuable resource to students and researchers of childhood studies and the sociology of childhood.

Providing readers with a unique insight into conducting research, this exciting book describes the thought and work processes of researchers as they complete their projects. Engaging and accessible it investigates all the key aspects of this topic and advice on how to conduct interviews, study the everyday life of an organization, and many other standard methods of conducting research. This is not a prescriptive methodology textbook, rather it explores how to approach, think and act in interaction with the empirical field.

Comprehensive and accessible, this thought-provoking text shows readers how to develop management investigations skills, and will be invaluable for final year undergraduates, masters and PhD students.

In this, the first sociology book to consider the important issue of how children identify with place and nation, the authors use original research and international case studies to explore this topic in depth. The book is rooted in original qualitative research the authors conducted with a diverse sample of children (aged eight to eleven) across Wales, but this data is also located in the context of existing international research on place identity. The book features analysis of lively exchanges between children on their local, national and global identities, politics, language and race. It engages with important social and political questions such as whether cultural distinctiveness can be preserved in a context of globalization, whether we are destined to passively receive dominant representations of the nation or can creatively construct our own versions; and whether national identities are necessarily exclusive. Most importantly, the book focuses on what local and national identities mean to children in an era of cultural and economic globalization. Including material on racialization, language, politics, class and gender, Children, Place and Identity will be a valuable resource to students and researchers of childhood studies and the sociology of childhood.

Now in paperback, Inventing the Child is a highly entertaining, humorous, and at times acerbic account of what it means to be a child (and a parent) in America at the dawn of the new millennium. J. Zornado explores the history and development of the concept of childhood, starting with the works of Calvin, Freud, and Rousseau and culminating with the modern 'consumer' childhood of Dr. Spock and television. The volume discusses major media depictions of childhood and examines the ways in which parents use different forms of media to swaddle, educate, and entertain their children. Zornado argues that the stories we tell our children contain the ideologies of the dominant culture - which, more often than not, promote 'happiness' at all costs, materialism as the way to happiness, and above all, obedience to the dominant order.

What are the social and cultural features that have the most impact on the interpretation of the legal standard, "best interest of the child"? One method for answering this question is through a comparison of two societies, Sweden and the United States, both of which apply the same legal standard to similar contested custody and visitation cases. This study views love, law, and knowledge as separate discourses. Love encompasses the interpretations of the actors whose claims arise from the emotions associated with care, concern, and relationships, namely parents, the children who are the subject of a case, and other family members. Justice encompasses the interpretations and claims which are made by judges, but its discourse includes the legal process and legal policies. Knowledge is encompassed by the concerns and claims of professionals and/or experts including social science discussions of care, welfare, and psychology and the interpretations and descriptions given by the professionals and experts regarding the actors in the cases. This book hypothesizes that a comparison of two societies that focuses on the interaction between the discourses of love, justice, and knowledge, in the process of decision-making in best interests of the child disputed custody cases, reveals features of decision-making that would be unavailable to researchers studying custody disputes in only one society.

Featuring original research findings from a key Chinese national research centre, this book provides researchers with cutting-edge, reliable and comprehensive information about children and youth in modern China. The book employs a unique methodology to analyze China's youth in terms of human capital development in a transitional economy. Coverage spans a wide range of critical issues, including: children's physical and mental development, leisure and consumption choices, youth employment, pop culture, one-child families, internet use, and juvenile delinquency. Written specifically for undergraduate and graduate courses in Economics, China studies, and Development, the book will also be of interest to those wishing to understand Chinese consumer behaviour in this diverse and dynamic region.

In this book Chris Jenks looks at what the ways in which we construct our image of childhood can tell us about ourselves. After a general discussion of the social construction of childhood, the book is structured around three examples of the way the image of the child is played out in society:

• 
  
• the history of childhood from medieval times through the enlightenment 'discovery' of childhood to the present
• 
  
• the mythology and reality of child abuse and society's response to it
• 
  
• the 'death' of childhood in cases such as the James Bulger murder in which the child itself becomes the perpetrator of evil.

Part of the highly successful Key Ideas series, this book gives students a concise, provocative insight into some of the controlling concepts of our culture.

"Child Emotional Security and Interparental Conflict "tests a theory proposing that high levels of conflict between parents leads to an increased child risk for mental health difficulties by shaking the child's sense of security in the family. This insecurity was associated with greater mental health difficulties, even when considering the role of prior mental health, child perceptions of parental conflict, and parent-child relations.

In the vast anthropological literature devoted to hunter-gatherer societies, surprisingly little attention has been paid to the place of hunter-gatherer children. Children often represent 40 percent of hunter-gatherer populations, thus nearly half the population is omitted from most hunter-gatherer ethnographies and research. This volume is designed to bridge the gap in our understanding of the daily lives, knowledge, and development of hunter-gatherer children.

The twenty-six contributors to Hunter-Gatherer Childhoods use three general but complementary theoretical approaches--evolutionary, developmental, cultural--in their presentations of new and insightful ethnographic data. For instance, the authors employ these theoretical orientations to provide the first systematic studies of hunter-gatherer children's hunting, play, infant care by children, weaning and expressions of grief. The chapters focus on understanding the daily life experiences of children, and their views and feelings about their lives and cultural change. Chapters address some of the following questions: why does childhood exist, who cares for hunter-gatherer children, what are the characteristic features of hunter-gatherer children's development and what are the impacts of culture change on hunter-gatherer child care?

The book is divided into five parts. The first section provides historical, theoretical and conceptual framework for the volume; the second section examines data to test competing hypotheses regarding why childhood is particularly long in humans; the third section expands on the second section by looking at who cares for hunter-gatherer children; the fourth section explores several developmental issues such as weaning, play and loss of loved ones; and, the final section examines the impact of sedentism and schools on hunter-gatherer children.

This pioneering volume will help to stimulate further research and scholarship on hunter-gatherer childhoods, thereby advancing our understanding of the way of life that characterized most of human history and of the processes that may have shaped both human development and human evolution.

This collection of authoritative studies portrays how the A basic agencies of socialization transform the newborn human organism into a social person capable of interacting with others. Socialization differs from one society to another and within any society from one segment to another. "Childhood Socialization "samples some of that variation, giving the reader a glimpse of socialization in contexts other than those with which he or she is likely to be familiar.

In the years since publication of the first edition of this book in 1988, childhood has become a territory open to broader sociological investigation. In this revised edition, Gerald Handel has selected and gathered new contributions that analyze the agents of socialization, including family, school, and peer group, and explore the influences of television and gender. The balance of classical studies and more recent work reflecting changes in the family structure renews the centrality of this anthology for courses in the social psychology of children up to adolescence.

The book is divided into nine parts: "Socialization, Indi-viduation, and the Self; "Historical Changes in Attitudes Toward Children"; "Families as Socialization Agents"; "Daycare and Nursery School as Socialization Agents"; "Schools as Socialization Agents"; "Peer Groups as Socialization Agents"; "Television and its Influence"; "Gender Socialization"; and "Social Stratification and Inequality in Socialization." While socialization continues on into the adolescent and adult years, childhood socialization is primary, essential in creating the human person and in shaping the identity, outlook, skills, and resources of the evolving person. "Childhood Socialization "is a dynamic volume that will be of continuing interest to students and scholars of family studies, sociology, psychology, and modern culture.

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.

Based on a study of 12,000 elementary schoolchildren in eight large and medium-sized American cities, this book presents the first large-scale study of political attitude formation in children. The authors view political development from the perspective of a general theory of socialization, and compare the influences of social class, intelligence, teacher attitude, and religious membershipon the growth of political attitudes.
The book outlines the way in which the child's political awareness evolvesfrom identification with authority figures such as father, policeman, the president, to a grasp of more abstract political concepts and the rudiments of political participation. Illuminating a topic of great theoretical concern and practical educational importance, the book is a significant contribution to the fields of political sociology, child development and educational psychology, and an important reference work for all concerned with the processes of socialization and of attitude formation in general.
"The Development of Political Attitudes in Children" was based on a major survey, the first of its kind, begun at the University of Chicago in 1960 to ascertain information about the induction of children into the political life of the United States, to describe the nature of socialization into citizenship roles, and to examine pre-adult political learning and behavior in terms of other implications for the stability of the political system. Professor Frederick Frey of MIT described it as "an indispensable work for all who are trying to develop this new and tremendously important vineyardas nearly indispensable as any book of the past several years."
"Their verbatim interviews with grade-schoolers are pungent and entertaining. A useful homework assignment for mothers and fathers.""New York Times"
"Robert D. Hess" was the Lee L. Jacks Professor Emeritus of Child Education at Stanford University. He was one of the nation's pioneers in the study of child development and the social influences on children's intellectual growth. His work laid the foundations of current enrichment programs such as Headstart and Follow Through. He died in 1993. "Judith V. Torney-Purta" is professor in the Department of Human Development, University of Maryland. "Jaan Valsiner" is professor and chair of the Department of Psychology at Clark University.

This volume brings together scholarship from two different, and until now, largely separate literatures-the study of the children of immigrants and the study of Muslim minority communities-in order to explore the changing nature of ethnic identity, religious practice, and citizenship in the contemporary western world. With attention to the similarities and differences between the European and American experiences of growing up Muslim, the contributing authors ask what it means for young people to be both Muslim and American or European, how they reconcile these, at times, conflicting identities, how they reconcile the religious and gendered cultural norms of their immigrant families with the more liberal ideals of the western societies that they live in, and how they deal with these issues through mobilization and political incorporation. A transatlantic research effort that brings together work from the tradition in diaspora studies with research on the second generation, to examine social, cultural, and political dimensions of the second-generation Muslim experience in Europe and the United States, this book will appeal to scholars across the social sciences with interests in migration, diaspora, race and ethnicity, religion and integration.

Alan Prout discusses the place of children and childhood in the late modernity. He argues that as the general social and economic climate has been increasingly dominated by uncertainty, so there appears to be a greater cultural confusion about the appropriate form that childhood should take. There is an increasing tendency to see children as individuals with rights, however, there are also calls for, and measures to implement, the greater surveillance, control and regulation of children. This volume addresses this issue. It shows that the social, economic and technological uncertainties, and the pace of change in the late modernity, have brought child-adult relationships to the point of crisis.
The book looks at the issues involved in balancing the well-being, and future well-being of children in industrialised countries. These assessments of future wellbeing are based around recent research looking at social trends in several countries. Importantly, the book also looks at the inclusion and participation of young people in the decision-making process.

Alan Prout discusses the place of children and childhood in the late modernity. He argues that as the general social and economic climate has been increasingly dominated by uncertainty, so there appears to be a greater cultural confusion about the appropriate form that childhood should take. There is an increasing tendency to see children as individuals with rights, however, there are also calls for, and measures to implement, the greater surveillance, control and regulation of children. This volume addresses this issue. It shows that the social, economic and technological uncertainties, and the pace of change in the late modernity, have brought child-adult relationships to the point of crisis.
The book looks at the issues involved in balancing the well-being, and future well-being of children in industrialised countries. These assessments of future wellbeing are based around recent research looking at social trends in several countries. Importantly, the book also looks at the inclusion and participation of young people in the decision-making process.

This fascinating study reveals the desperate plight of the poor, illegitimate, and abused children in an Irish society that claimed to cherish and hold them sacred, but in fact marginalized and ignored them. It examines closely the history of childhood in post-independence Ireland, and breaks new ground in examining the role of the state in caring for its most vulnerable citizens. Maguire gives voice to those children who formed a significant proportion of the Irish population, but have been ignored in the historical record. More importantly, she uses their experiences as lenses through which to re-evaluate Catholic influence in post-independence Irish society. An essential and timely work, this book offers a different interpretation of the relationships between the Catholic Church, the political establishment, and Irish people; important for those interested in the history of family and childhood as well as twentieth-century Irish social history. -- .

Over 100,000 children were sent across the seas to Canada between 1869 and the late 1930s. Thousands of others were dispatched to Australia - as well as to New Zealand, South Africa and Rhodesia - up to and even after the Second World War. These young migrants came from charitable organizations or children's homes, and were sent to find a better life as agricultural workers and servants, mechanics and skilled artisans. They were the 'superfluous thousands' of Britain's cities, including workhouse paupers, reformatory inmates, children from industrial schools and those rescued from slums and the streets. Ranging from five- and six-year olds to teenagers, all were thrust into an alien world from which there was little chance of return. This compelling book tells the story of this controversial practice, from the accounts of those involved and the authentic records of the time. It traces the people behind the migrations - exploring their beliefs and aspirations for the children in their care. It considers the roles that different organizations (including the Children's Society, National Children's Home and the Catholic Nugent Society Care Homes) played as well as the shipping lines that carried the children from Liverpool, Glasgow and other ports and the centers that received them overseas. Most importantly, it describes the experiences of the children themselves. Clear-sighted and objective, this is a gripping tale of the good, the bad and the ugly based on original documents from The National Archives and other sources. Above all, it celebrates those who welcomed the migrants and the children who managed, against all the odds, to adapt to their new lives.

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.

Exclusion from social groups is a source of conflict, stress, and tension in social life around the globe. How do children and adolescents evaluate exclusion based on group membership? This monograph is the report of an investigation of social exclusion in the contexts of friendship, peer groups, and school. Guided by social-cognitive domain theory, social psychological, and developmental theories on intergroup relationships, children and adolescents from four different ethnic groups were interviewed. The findings revealed that gender exclusion was more readily condoned than racial exclusion, and that exclusion in the friendship and peer group contexts were judged to be more legitimate than exclusion in the school context. There were also significant differences depending on the gender, age, and ethnicity of the participants. The results support the proposal that exclusion is multifaceted, involving a range of social and moral considerations.

At a time when separation and divorce are at historically high rates, this book supplies much-needed insights into why some children survive change in families better than others. Sifting through international research on families undergoing change, the authors consider what can be learnt about children's experiences and well-being.

The book starts by documenting demographic changes across North America, the UK, Australia and New Zealand and by outlining known outcomes for children affected by parental separation and stepfamily formation. It then goes on to address in detail children's own perceptions of family change, what happens when family transitions occur, children's experience in stepfamilies, and the hotly-debated issue of the involvement of fathers in children's lives.

Finally, the authors draw out the implications of research for policy and practice. They point professionals towards multifaceted approaches to caring for children, minimising the risks and optimising the factors that promote resilience.