Based on fieldwork in Danish children's homes, this article examines how the idea of 'home' has emerged and become integrated in institutional practices. The ideal of hominess serves as a positive model for sociality in the institution, but at the same time it also produces dilemmas, paradoxes, and contradictions for both children and social workers. These dilemmas stem from the conflicting values of institution and home. Nevertheless, the two spheres should not be seen as spaces with incompatible logics; rather, they should be viewed as mutually dependent but competing ideas (and practices) that are inherent in the institutional value hierarchy. The article argues that the ideal of authenticity plays a central role in the way that hominess is perceived as a positive value in children's homes—and perhaps in institutions in general.
A Question of Authenticity
The Case of Kidz in da Hood (Förortsungar, 2006)
Anders Wilhelm Åberg
Swedish children's films frequently deal with issues of nation and ethnicity, specifically with “Swedishness”. This may be most obvious in films based on the works of Astrid Lindgren, which abound with nostalgic images of the national culture and landscape. However, films about contemporary Sweden, such as Kidz in da Hood (Förortsungar, 2006) address these issues too. Kidz in da Hood is about children in the ethnically diverse suburbs of Stockholm and it tells the story of a young fugitive, Amina, who is cared for by a young bohemian musician. It is, interestingly, a remake of one of the first Swedish children's films, Guttersnipes (Rännstensungar, 1944). In this article I argue that Kidz in da Hood is a contradictory piece, in the sense that it both celebrates and disavows “Swedishness”, as it substitutes the class conict of Guttersnipes for ethnic conflict.
An Intercultural Comparison
This article investigates the recurring patterns in narration and visual aesthetics with which the Shoah is commemorated in children's literature. On the one hand, the essay undertakes an intercultural comparison of the differing iconographic, narrative and commemorative structures found in the varying contexts of publication, i.e. in Germany, other European countries and the United States. On the other hand, the author analyses the heterogeneous figurations and experiences of childhood on three levels of textuality: the representation of children living in the Third Reich, the intergenerational communication taking place between the narrator - often of the grandparents' generation - and the reader, and the construction of implied child readers of the picture books today.
Comment on Newberry and Rosen
Having worked on children's labor of reproduction from the very beginning of my career as an anthropologist, Jan Newberry and Rachel Rosen's piece, which engages with the complex and thorny issue of “women and children” from a feminist framework
Mary P. Corcoran, Jane Gray and Michel Peillon
This article aims to demonstrate the significant role children play in new suburban communities, and in particular, the extent to which their circuits of sociability contribute to social cohesion in the suburbs. The discussion is located within the field of sociology of childhood, which argues that children are active agents who help to create and sustain social bonds within their neighborhoods. Drawing on focus group discussions and short essays by children on “The place where I live,” we paint a picture of how suburban life is interpreted and experienced from a child's perspective. We argue that children develop a particular suburban sensibility that structures their view of their estate, the wider neighborhood, and the metropolitan core. Although children express considerable degrees of satisfaction with suburban life, they are critical of the forces that increasingly limit their access to suburban public space.
Andrew A. Gentes
This article presents a first step towards creation of a demographic analysis of Siberia's exilic population during the nineteenth century. The article makes the argument that traditional Russian attitudes towards children were reflected on a macroscopic scale in the state's treatment of the children of criminals and other deviants deported and exiled to Siberia and the Russian Far East. The article uses a statistical approach as well as anecdotal materials to suggest some of the possible impacts the deportation of tens of thousands of children had on the later history of Russia.
In Delhi, former street children guide tourists around the streets they once inhabited and show how the NGOs they live with try to resocialize current street children. The “personal stories” they perform implicitly advocate simple solutions that conveniently fit the limited engagement of the tourists, whose ethical position is thereby validated in relation to the NGO. But this uncomplicated exchange of guides’ emotions for tourists’ capital is in the guides’ interest, because it allows them to set boundaries for the emotional labor of performing their past suffering. The guides are thus incentivized to work within a post-humanitarian logic, selling their stories as commodities, which then incentivize the tourists to act as consumers, who have little choice but to frame their declarations of solidarity with the children as acts of consumption.
This article demonstrates, on the basis of recent research in film studies and media literacy, that filmic paratexts play a significant role in contemporary children's films. It shows that paratexts effectively comment on feature films by, for example, anticipating the film's plot and characters in the opening credits, and by pursuing the film plot in the end titles. Thorough analysis of children's films reveals that paratexts stimulate the child viewer to develop a competency that might be characterized as “meta-filmic awareness”, which is the capacity to distinguish between different levels of plot, communication, or complexity within a film. In keeping with these findings, this article represents an exploration of what we might call a meta-critical approach toward children's films.
Chapters in the History of the European Union of Jewish Students
The history of international Jewish student organizations can be traced back to the foundation of the World Union of Jewish Students (WUJS) in 1924 in Antwerp, Belgium. The WUJS was primarily the brainchild of its first chairperson, the Austrian Zvi Lauterpacht who initiated the organization to fight against the numerus clausus, a quota restricting the acceptance of Jewish students to institutions of higher education. Lauterbach managed to involve many intellectuals in the students' struggle, most prominently Albert Einstein. In 1925, when invited to become the first WUJS president, Einstein accepted immediately.
This article shows how native people in remote Siberian settlements address social distress in their communities by transmitting local knowledge through organizing leisure activities for children and youth. The author examines the rationale, discourses, and practices of indigenous activists to establish vacation camps and unpacks young people's narratives of how they relate to this particular leisure activity. The camps are creative sites of cultural production and social hubs for participants. While young people are open to influences of popular cultures available in urban centers and villages, they contrast the social solidarity of the vacation forest camps with the individualization and social distress in villages and towns.