Almost a third of the 4 billion people living in urban areas today are children, according to the United Nations. By 2050, 70 percent of the world’s children will live in cities. Yet how has recent sociological work engaged with children and youth living in cities around the world? What does a focus on children and youth in an urban context mean for researchers working within a variety of sociological frameworks? How have children’s and youth’s experiences shaped and been shaped by the diverse urban scapes and contexts in which they live? Sociological Research and Urban Children and Youth brings together cutting-edge work that addresses children’s and youth’s urban living experiences as well as the social, political, and ecological realities that accompany this. Featuring contributions from Australia, Canada, the U.K., and the United States, the chapters critically engage with core analytical and conceptual issues ranging from relationality to citizenship and belonging, to power, structure, and agency. Recognizing the potential research with and about young people can have in decision making on multiple levels of policy and service provision, Sociological Research and Urban Children and Youth provides a key foundation for considering the influence of urban environments on young people, and vice versa.

It was 2006, and eight hundred soldiers from the Canadian Armed Forces (CAF) base in pseudonymous "Armyville," Canada, were scheduled to deploy to Kandahar. Many students in the Armyville school district were destined to be affected by this and several subsequent deployments. These deployments, however, represented such a new and volatile situation that the school district lacked--as indeed most Canadians lacked--the understanding required for an optimum organizational response. Growing Up in Armyville provides a close-up look at the adolescents who attended Armyville High School (AHS) between 2006 and 2010. How did their mental health compare with that of their peers elsewhere in Canada? How were their lives affected by the Afghanistan mission--at home, at school, among their friends, and when their parents returned with post-traumatic stress disorder? How did the youngsters cope with the stress? What did their efforts cost them? Based on questions from the National Longitudinal Survey of Children and Youth, administered to all youth attending AHS in 2008, and on in-depth interviews with sixty-one of the youth from CAF families, this book provides some answers. It also documents the partnership that occurred between the school district and the authors' research team. Beyond its research findings, this pioneering book considers the past, present, and potential role of schools in supporting children who have been affected by military deployments. It also assesses the broader human costs to CAF families of their enforced participation in the volatile overseas missions of the twenty-first century.

On 24 November 1989 the Canadian House of Commons unanimously passed an all-party resolution to eliminate poverty among Canadian children by the year 2000. Yet in 2005 a report by UNICEF placed Canada nineteenth in a ranking of the relative poverty of children in 26 of the world's richest countries (Greece, Hungary, and Poland all had a significantly better record). How can this be?
This short and engaging book provides the latest research on child poverty by Canadian sociologist Patrizia Albanese. Looking at how many of Canada's children live in poverty, Albanese explores trends over time, across provinces, and among various groups. Her research reveals which children are most vulnerable and why, and describes the physical, behavioral, and educational impact of poverty. In clear terms Albanese presents some of the ways that poverty is measured in Canada and around the world, and considers the country in a global perspective to assess why it ranks so low on the international scale. Finally, she discusses how the events of 1989 have shaped the outcome of child poverty in Canada and evaluates the theories and possible solutions to the problem.
Of interest to students of sociology, social work, and early childhood studies--and concerned readers alike--this important book provides a useful introduction to a topic of key importance.

The Sociology of Childhood and Youth Studies in Canada explores ways to effectively conduct research in academic and non-academic communities and to engage youth in our society. Featuring material from the Children, Childhood, and Youth Research Cluster’s sessions of June 2015, this timely reader discusses the relationships between researchers and youth participants, the effectiveness of arts-based methodologies, and the impact of literature, consumerism, and inclusive education policies on the development of social constructions of childhood. Later sections explore child poverty, alternative learning environments, care facilities, and the rights of children and youth. Considering these topics within various frameworks that draw on race, gender, and disability, this collection will appeal to senior level undergraduate students of sociology, women’s and gender studies, child and youth studies, child and youth care, and early childhood education.

Social inequality. Selective political attention. Insufficient funding and access. Caring for Children provides a comprehensive, interdisciplinary examination of the crisis in care for Canadian children and their caregivers. The contributors explore the complex issues surrounding caring for children, analyzing the connections between services and programs to reveal how child care, parental leave, informal care, live-in caregiver programs, and child tax benefits affect the well-being of Canadian children and their families. They affirm the necessity of questioning political attitudes and arrangements and ask what social movements can do to promote positive change in approaches to the care of children.