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How Children of Immigrants Negotiate Community Interactions for Their Families
Culture and Controversy in the Homeschooling Movement
More than one million American children are schooled by their parents. As their ranks grow, home schoolers are making headlines by winning national spelling bees and excelling at elite universities. The few studies conducted suggest that homeschooled children are academically successful and remarkably well socialized. Yet we still know little about this alternative to one of society's most fundamental institutions. Beyond a vague notion of children reading around the kitchen table, we don't know what home schooling looks like from the inside.
Sociologist Mitchell Stevens goes behind the scenes of the homeschool movement and into the homes and meetings of home schoolers. What he finds are two very different kinds of home education--one rooted in the liberal alternative school movement of the 1960s and 1970s and one stemming from the Christian day school movement of the same era. Stevens explains how this dual history shapes the meaning and practice of home schooling today. In the process, he introduces us to an unlikely mix of parents (including fundamentalist Protestants, pagans, naturalists, and educational radicals) and notes the core values on which they agree: the sanctity of childhood and the primacy of family in the face of a highly competitive, bureaucratized society.
Kingdom of Children aptly places home schoolers within longer traditions of American social activism. It reveals that home schooling is not a random collection of individuals but an elaborate social movement with its own celebrities, networks, and characteristic lifeways. Stevens shows how home schoolers have built their philosophical and religious convictions into the practical structure of the cause, and documents the political consequences of their success at doing so.
Ultimately, the history of home schooling serves as a parable about the organizational strategies of the progressive left and the religious right since the 1960s.Kingdom of Children shows what happens when progressive ideals meet conventional politics, demonstrates the extraordinary political capacity of conservative Protestantism, and explains the subtle ways in which cultural sensibility shapes social movement outcomes more generally.
L’agression sexuelle est un fléau social sans frontières qui touchera une fille sur cinq et un garçon sur dix avant qu’ils aient atteint 18 ans. Les caractéristiques de l’agression sexuelle, celles de l’enfant et de l’environnement dans lequel il évolue sont autant de facteurs susceptibles de moduler l’incidence de cette agression sexuelle à court et à long terme.Dans cet ouvrage, des chercheurs œuvrant au sein du Centre de recherche interdisciplinaire sur les problèmes conjugaux et les agressions sexuelles (CRIPCAS), de l’Équipe Violence Sexuelle et Santé (EVISSA) et de la Chaire interuniversitaire Marie-Vincent, ainsi que des cliniciens provenant de différentes disciplines telles que la psychologie, la médecine, la psychoéducation, la sexologie, cernent l’ensemble des facteurs susceptibles d’influencer le vécu de l’enfant victime d’agression sexuelle. À partir de synthèses des connaissances issues des recherches ou de l’expérience clinique, des pistes d’intervention sont proposées pour la prévention, l’évaluation et l’intervention auprès des jeunes victimes d’agression sexuelle et leur famille.
Dans ce deuxième tome de L’agression sexuelle envers les enfants, les auteurs approfondissent les conséquences associées à l’agression sexuelle, puis abordent des thèmes émergents dans ce domaine de recherche et d’intervention, comme le concept de sécurité d’attachement ou encore le phénomène de cycle intergénérationnel de la victimisation sexuelle. Cette synthèse de connaissances, issues des travaux de chercheurs œuvrant au sein du Centre de recherche interdisciplinaire sur les problèmes conjugaux et les agressions sexuelles (CRIPCAS), de l’Équipe Violence sexuelle et santé (EVISSA) et de la Chaire interuniversitaire Marie-Vincent, ainsi que de cliniciens provenant de différentes disciplines telles que la psychologie, la médecine, la psychoéducation et la sexologie, propose des pistes d’intervention pour aider les victimes d’agression sexuelle et de nouvelles avenues de recherche.
Shaping Racial Identities and Ideas in African American Childhoods
In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers. Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.
Masculinity, Place, and the Gender Gap in Education
An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?
Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.
Children and Youth on the Streets of Santo Domingo
Life on the Malecón is a narrative ethnography of the lives of street children and youth living in Santo Domingo, Dominican Republic, and the non-governmental organizations that provide social services for them. Writing from the perspective of an anthropologist working as a street educator with a child welfare organization, Jon M. Wolseth follows the intersecting lives of children, the institutions they come into contact with, and the relationships they have with each other, their families, and organization workers.
Often socioeconomic conditions push these children to move from their homes to the streets, but sometimes they themselves may choose the allure of the perceived freedoms and opportunities that street life has to offer. What they find, instead, is violence, disease, and exploitation—the daily reality through which they learn to maneuver and survive. Wolseth describes the stresses, rewards, and failures of the organizations and educators who devote their resources to working with this population.
The portrait of Santo Domingo’s street children and youth population that emerges is of a diverse community with variations that may be partly related to skin color, gender, and class. The conditions for these youth are changing as the economy of the Dominican Republic changes. Although the children at the core of this book live and sleep on avenues and plazas and in abandoned city buildings, they are not necessarily glue- and solvent-sniffing beggars or petty thieves on the margins of society. Instead, they hold a key position in the service sector of an economy centered on tourism.
Life on the Malecón offers a window into the complex relationships children and youth construct in the course of mapping out their social environment. Using a child-centered approach, Wolseth focuses on the social lives of the children by relating the stories that they themselves tell as well as the activities he observes.
Vol. 1 (1977) through current issue
The Lion and the Unicorn, an international theme- and genre-centered journal, is committed to a serious, ongoing discussion of literature for children. The journal's coverage includes the state of the publishing industry, regional authors, comparative studies of significant books and genres, new developments in theory, the art of illustration, the mass media, and popular culture. It is especially noted for its interviews with authors, editors, and other important contributors to the field, as well as its outstanding book review section.
Romantic Continuations, Postmodern Contestations
Historical Materialist Perspectives on Children’s Literature
A significant body of scholarship examines the production of children's literature by women and minorities, as well as the representation of gender, race, and sexuality. But few scholars have previously analyzed class in children's literature. This definitive collection remedies that by defining and exemplifying historical materialist approaches to children's literature. The introduction of Little Red Readings lucidly discusses characteristics of historical materialism, the methodological approach to the study of literature and culture first outlined by Karl Marx, defining key concepts and analyzing factors that have marginalized this tradition, particularly in the United States.
The thirteen essays here analyze a wide range of texts--from children's bibles to Mary Poppins to The Hunger Games--using concepts in historical materialism from class struggle to the commodity. Essayists apply the work of Marxist theorists such as Ernst Bloch and Fredric Jameson to children's literature and film. Others examine the work of leftist writers in India, Germany, England, and the United States.
The authors argue that historical materialist methodology is critical to the study of children's literature, as children often suffer most from inequality. Some of the critics in this collection reveal the ways that literature for children often functions to naturalize capitalist economic and social relations. Other critics champion literature that reveals to readers the construction of social reality and point to texts that enable an understanding of the role ordinary people might play in creating a more just future. The collection adds substantially to our understanding of the political and class character of children's literature worldwide, and contributes to the development of a radical history of children's literature.