contradictory ways ( Caviedes 2015 ; Dines et al. 2014 ; Vickers and Rutter 2016 ). Child migrants are a part of these representations, but also apart from them. While a growing body of scholarship in childhood studies highlights that children are not merely
From Dubs to Doubt
Rachel Rosen and Sarah Crafter
Gender at Play
my participant observation during children’s play periods. Through this process, three themes emerged. The first theme centered on pedagogy and reflected the notion that play is a good and necessary pedagogical practice in early childhood education
Melissa Bingmann. 2015. Prep School Cowboys: Ranch Schools in the American West. Albuquerque: University of New Mexico Press. 256 pp. ISBN 978-0826355430
Boys, Girls and the "Boy Crisis" in Preschool
Sally Campbell Galman and Christine A. Mallozzi
This paper employs data from from a multi-year, ethnographic study of children in a diverse public preschool to destabilize some of the claims of the “boy crisis” literature (Hoff-Somers, 2000). Focusing on fine-grained analyses of events in the study context, the authors illustrate the complexity of everyday interactions between female teachers and the male and female preschoolers in their classes, as well as between the male and female preschoolers themselves. These analyses suggest that a preschool environment where all teachers are female is as patriarchally and hegemonically saturated as any other context, as both boys and girls (and teachers) are subject to, and invariably take up, powerful cultural scripts reflected in children’s and other media in the larger cultural milieu. Further, we emphasize that preschool—arguably among the most “feminized” school environments—is more complex than “boy crisis” proponents present.
Reflections on a Photography Project with Young South Africans
This article stems from my doctoral research, which considers moral contestation relating to education in the Eastern Cape Province of South Africa. Overall, I outline a case for working with young people: addressing asymmetrical institutional and generational relations of power in order to enrich the knowledge generated by research. My focus is a project entitled My Future, which involved approximately forty learners drawing diagrams and using disposable cameras to produce representations of their moral judgements. Notable distinctions between data gathered during two stages of fieldwork, of differing durations, are analysed with reference to my relations with interlocutors and related institutionalised and public discourses of morality. Using the concept of trust, which is established during exchanges of mutually beneficial sociality, I argue that how we understand others depends upon what they expect from us and what we expect of them.
Peter Slovtsov’s Urals Childhood and Its Meanings
Mark A. Soderstrom
This article examines the Urals roots and self-perception of the Siberian historian and bureaucrat Peter Andreevich Slovtsov (1767–1843). Best known as the author of the two-volume Historical Survey of Siberia (1838–43), Slovtsov is often described as the first Siberian patriot and precursor to the Siberian regionalist movement. Drawing on a range of published and archival sources to analyze how Slovtsov made sense of his family roots in the Urals region, the author suggests that Slovtsov is best understood as a man of the empire who understood both his own life trajectory and Siberian history as fruits of enlightened imperial rule.
Margaret Atwood's Portrayal of Childhood Bullying and its Consequences in Cat's Eye
Cat’s Eye, published in 1989, reveals Margaret Atwood’s preoccupation with both family ties and friendship. The profundity and fallibility of such bonds are made manifest by the relationships in which Elaine, the novel’s protagonist, becomes involved during the course of the novel. Her family background is an unorthodox yet loving one, and the father-figure of this family contrasts strikingly with the domineering patriarch within Cordelia’s family, who subdues and excludes his youngest daughter. The bond between siblings is explored through reference to Elaine’s brother Stephen, and also through Cordelia’s patronising older sisters, who tend to contribute to her sense of inferiority and abandonment. The interconnection between family and friendship is evident in the way in which modes of behaviour formed within the family context are perpetuated within a friendship group, as the child attempts to compensate for his/her own, and others’, inadequacies.
Brian L. Wright and Donna Y. Ford
As early as preschool, Black boys face low and negative expectations that contribute to excessive subjective-based discipline, over-referrals by teachers to special education, and under-referrals by teachers to gifted education. An increasing body of research demonstrates that the predominantly White female teaching force is complicit in allowing deficit thinking to compromise their views of Black boys’ languages, literacies, strengths, and cultural ways of being. We present an overview of these issues, with most attention devoted to gifted education, as it is a neglected topic when it comes to Black boys. We also share a formula for educators to adopt that sets minimum representation percentages in order to be equitable in gifted education for Black students in general and Black boys in particular.
Negotiating the Survival of Boys in 1990s Cinema
On the cinema screen, boyhood has often been depicted as a period of freedom, rebellion, and energy, a pre-cursor to manhood in which young boys are able to negotiate their identity and place within the world. In 1990s Hollywood, however, a wave of films turn to depicting the death of young boys on screen. As a result, boyhood becomes a site of vulnerability and weakness. This article seeks to examine the implications of these deaths, framing them within the context of a wider negotiation of masculinity and fatherhood politics. In addition, it questions the extent to which the deaths of these young boys can be read queerly, subverting the drive towards the future inherent in the figure of the child.
Tabooing Incest after the Orgy
Diederik F. Janssen
Late modernity’s binary intrigue of child sexuality/abuse is understood as a backlash phenomenon reactive to a general trans‐Atlantic crisis concerning the interlocking of kinship, religion, gender, and sexuality. Tellingly dissociated from 1980s gay liberation and recent encounters between queer theory and kinship studies, the child abuse theme articulates modernity’s guarded axiom of tabooed incest and its projected contemporary predicament “after the orgy”—after the proclaimed disarticulation of religion‐motivated, kin‐pivoted, reproductivist, and gender‐rigid socialities. “Child sexual abuse” illustrates a general situation of decompensated nostalgia: an increasingly imminent loss of the child’s vital otherness is counterproductively embattled by the late modern overproduction of its banal difference, its status as “minor.” Attempts to humanize, reform, or otherwise moderate incest’s current “survivalist” and commemorative regime of subjectivation, whether by means of ethical, empirical, historical, critical, legal, or therapeutic gestures, typically trigger the latter’s panicked empiricism. Accordingly, most “critical” interventions, from feminist sociology and anthropology to critical legal studies, have largely been collusive with the backlash: rather than appraising the radical precariousness of incest’s ethogram of avoidance in the face of late modernity’s dispossessing analytics and semiotics, they tend to feed its state of ontological vertigo and consequently hyperextended, manneristic forensics.