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First Published in 1997. Routledge is an imprint of Taylor &
Francis, an informa company.
This collection of essays on the social history of disciplinary
practices in education in North America, Northern Europe, and
Colonial Bengal coverage upon an understanding that schools
regulate the behavior of beliefs of students, teachers, and parents
by enforcing certain disciplinary social norms.
Children's work is a controversial subject both in the sciences of
sociology and history. It does not accord well with the modern idea
of a good childhood -- that children actually work. Children ought
to spend their time playing and attending school. The historians'
interest has focused on industrial child labour -- its emergence
and its disappearance. But relatively few children worked in
industry. Far more children were employed in agriculture and retail
trade, if they did not help at home or at the neighbour's.
Sometimes they received pay -- other times not -- and they often
worked on the edge of the law. The articles in this book examine
children's work from the mid-1800's and until the 1990's, because
children's work is not a closed chapter in history. But the
character and social function of the children's work have been
changed over time. This anthology is the result of an inter-Nordic
research project about children's work in the Nordic countries
involving all the five Nordic countries.
Who hasn't heard of elderly people "in their second childhood" --
or of children who "grow old before their time"? Expressions such
as these bear witness to the fact that a variety of images and
expectations attach themselves to biological age. When various ages
are set side by side in contrast to each other, these images and
expectations become apparent. "Childhood and old Age" lies at
opposite ends of life's trajectory and so are quite distinct. The
child finds itself at life's starting-point, the old person at its
close. And yet there are in many areas more similarities than
differences. Both children and old people live an
institutionalised, economically unproductive and sheltered life
and, in our late modern society, are completely dependent on
middle-aged adults. Both age groups are objects of commercial,
medical-scientific and pedagogical interest. The aim of this
anthology is to confront expectations of childhood with
expectations of old age. The focus is not, then, on age as a
biological phenomenon, but on preconceptions of age and on the ways
in which man, at different times and in different cultures, has
dealt with age. The articles view their subject from both
historical and contemporary standpoints, and there is an attempt to
answer questions about age in the society of the future, where
biological lifespans will be challenged by gene technology and
improved living conditions.
"At once cautionary and hopeful, Designing Modern Childhoods is an
indispensable and incisive analysis of the special role of the
built environment in both opening and foreclosing good futures for
kids around the globe." -Michael Sorkin, director of the Graduate
Urban Design Program at the City College of New York "From Turkish
schools to New Zealand playgrounds and American summer camps, these
essays offer a fresh and challenging take on the modern city from
the perspective of its most overlooked residents." -Dell Upton,
professor of art history, University of California, Los Angeles
"This book takes the reader on a richly detailed and imaginative
journey into the changing organization and meanings of childhood."
-Barrie Thorne, professor of sociology, gender, and women's
studies, University of California, Berkeley "This imaginative and
original collection will play an important role in enhancing a
growing interest in the history and sociology of childhood." -Peter
Stearns, provost and professor of history, George Mason University
In Designing Modern Childhoods, architectural historians, social
historians, social scientists, and architects examine the history
and design of places and objects such as schools, hospitals,
playgrounds, houses, cell phones, snowboards, and even the
McDonald's Happy Meal. Special attention is given to how children
use and interpret the spaces, buildings, and objects that are part
of their lives, becoming themselves creators and carriers of
culture. The authors extract common threads in children's
understandings of their material worlds, but they also show how the
experience of modernity varies for young people across time,
through space, and according to age, gender, social class, race,
and culture. The foreword by Paula S. Fass and epilogue by John R.
Gillis add additional depth to this comprehensive examination.
Marta Gutman is an associate professor in the School of
Architecture, Urban Design, and Landscape Architecture at the City
College of New York/CUNY. Ning de Coninck-Smith is an associate
professor in the Department of Educational Sociology at the School
of Education-Arhus University.
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