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These six highly-illustrated volumes provide the first truly
global, interdisciplinary history of youth covering the last 2,500
years. Leading scholars from around the world have leant their
expertise to create an innovative resource for historians, and
scholars and students of related fields. Chapter titles are
identical across each of the volumes. This gives the choice of
reading about a specific period in one of the volumes, or following
a theme across history by reading the relevant chapter in each of
the six. The themes (and chapter titles) are: Concepts of Youth;
Spaces and Places; Education and Work; Leisure and Play; Emotions;
Gender, Sexuality and the Body; Belief and Ideology; Authority and
Agency; War and Conflict; and Towards a Global History. The six
volumes cover: 1 - Antiquity (500BC-500AD); 2 - The Medieval Age
(500-1450); 3 - The Renaissance (1450-1650); 4 - The Age of
Enlightenment (1650-1800); 5 - The Age of Empire (1800-1920); 6 -
the Modern Age (1920-2000+). The page extent for the pack is
1728pp. Each volume opens with Notes on Contributors and an
Introduction and concludes with Notes, Bibliography, and an Index.
The Cultural Histories Series A Cultural History of Youth is part
of The Cultural Histories Series. Titles are available both as
printed hardcover sets for libraries needing just one subject or
preferring a one-off purchase and tangible reference for their
shelves, or as part of a fully-searchable digital library available
to institutions by annual subscription or on perpetual access (see
www.bloomsburyculturalhistory.com).
Childhood, Youth and Emotions in Modern History is the first book
to innovatively combine the history of childhood and youth with the
history of emotions, combining multiple national, colonial, and
global perspectives.
In the first five months of the Great War, one million men
volunteered to fight. Yet by the end of 1915, the British
government realized that conscription would be required. Why did so
many enlist, and conversely, why so few? Focusing on analyses of
widely felt emotions related to moral and domestic duty, Juvenile
Nation broaches these questions in new ways. Juvenile Nation
examines how religious and secular youth groups, the juvenile
periodical press, and a burgeoning new group of child
psychologists, social workers and other 'experts' affected
society's perception of a new problem character, the 'adolescent'.
By what means should this character be turned into a 'fit' citizen?
Considering qualities such as loyalty, character, temperance,
manliness, fatherhood, and piety, Stephanie Olsen discusses the
idea of an 'informal education', focused on building character
through emotional control, and how this education was seen as key
to shaping the future citizenry of Britain and the Empire. Juvenile
Nation recasts the militarism of the 1880s onwards as part of an
emotional outpouring based on association to family, to community
and to Christian cultural continuity. Significantly, the same
emotional responses explain why so many men turned away from active
militarism, with duty to family and community perhaps thought to
have been best carried out at home. By linking the historical study
of the emotions with an examination of the individual's place in
society, Olsen provides an important new insight on how a
generation of young men was formed.
In the first five months of the Great War, one million men
volunteered to fight. Yet by the end of 1915, the British
government realized that conscription would be required. Why did so
many enlist, and conversely, why so few? Focusing on analyses of
widely felt emotions related to moral and domestic duty, "Juvenile
Nation" broaches these questions in new ways."Juvenile Nation"
examines how religious and secular youth groups, the juvenile
periodical press, and a burgeoning new group of child
psychologists, social workers and other 'experts' affected
society's perception of a new problem character, the 'adolescent'.
By what means should this character be turned into a 'fit' citizen?
Considering qualities such as loyalty, character, temperance,
manliness, fatherhood, and piety, Stephanie Olsen discusses the
idea of an 'informal education', focused on building character
through emotional control, and how this education was seen as key
to shaping the future citizenry of Britain and the Empire."Juvenile
Nation" recasts the militarism of the 1880s onwards as part of an
emotional outpouring based on association to family, to community
and to Christian cultural continuity. Significantly, the same
emotional responses explain why so many men turned away from active
militarism, with duty to family and community perhaps thought to
have been best carried out at home. By linking the historical study
of the emotions with an examination of the individual's place in
society, Olsen provides an important new insight on how a
generation of young men was formed.
Learning How to Feel explores the ways in which children and
adolescents learn not just how to express emotions that are thought
to be pre-existing, but actually how to feel. The volume assumes
that the embryonic ability to feel unfolds through a complex
dialogue with the social and cultural environment and specifically
through reading material. The fundamental formation takes place in
childhood and youth. A multi-authored historical monograph,
Learning How to Feel uses children's literature and advice manuals
to access the training practices and learning processes for a wide
range of emotions in the modern age, circa 1870-1970. The study
takes an international approach, covering a broad array of social,
cultural, and political milieus in Britain, Germany, India, Russia,
France, Canada, and the United States. Learning How to Feel places
multidirectional learning processes at the centre of the
discussion, through the concept of practical knowledge. The book
innovatively draws a framework for broad historical change during
the course of the period. Emotional interaction between adult and
child gave way to a focus on emotional interactions among children,
while gender categories became less distinct. Children were
increasingly taught to take responsibility for their own emotional
development, to find 'authenticity' for themselves. In the context
of changing social, political, cultural, and gender agendas, the
building of nations, subjects and citizens, and the forging of
moral and religious values, Learning How to Feel demonstrates how
children were provided with emotional learning tools through their
reading matter to navigate their emotional lives.
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