Age groups: children Books

Book SynopsisOvercoming the Odds looks closely at the lives of an ethnically diverse group of 505 men and women who were born in 1955 on the Hawaiian island of Kauai and who have been monitored from the prenatal period through early adulthood by psychologists...Trade ReviewOvercoming the Odds is of interest to researchers, as it documents the ways in which the study itself has grown over time. It is also of great value to educators, counselors, and administrators who take interest in the ways that the subjects of this study have overcome difficulties as children to lead healthy and productive adult lives. -- K. G. * Harvard Educational Review *This fine account of the general course of the lives of high risk subjects who made adequate social adaptations tells the factors that enabled them to win a battle that so many in their socioeconomic strata lose. -- Sylvia Brody * The Psychoanalytical Quarterly *

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Book SynopsisEfforts to apply ethical guidelines and regulations to vulnerable populations are often problematic. Consequently, health and social scientists sometimes shy away from the challenges of research, particularly when it means addressing value-laden social problems such as sexuality, drugs, and racism. Ethical Issues in Community-Based Research with Children and Youth is a collection of essays that describe the uniqueness of community-based research, outlining several of the ethical concerns that it engenders. The contributors examine such issues as the scope of informed consent to multiple stakeholders, determining competence to give consent in marginalized populations, and managing dual roles as participant researchers. The collection suggests that a more collaborative, ongoing, and discursive approach is needed by researchers and by ethical review boards to ensure that research on sensitive social problems with high risk populations is supported and also conducted with a clTable of ContentsPreface Acknowledgments Contributors Part I: The Ecology of Informed Consent in Vulnerable Child and Youth Populations and First Nations * Community-Based Research with Vulnerable Populations: Challenges for Ethics and Research Guidelines BONNIE LEADBEATER, TED RIECKEN, CECILIA BENOIT, ELIZABETH BANISTER, CONRAD BRUNK, and KATHLEEN GLASS * Through the Community Looking Glass: Participant Consultation for Adolescent Risk Research 22 CELIA FISHER and JESSICA MASTY * At the Edge of Consent: Participatory Research with Student Filmmakers TED RIECKEN and TERESA STRONG-WILSON Part II: Longitudinal Samples: Protecting Privacy and Maintaining Consent * A Youth Population Health Survey MIKAEL JANSSON, WAYNE MITIC, TRACEY HULTEN, and MANDEEP DHAMI * The Ethics of Peeking behind the Fence: Issues Related to Studying Children's Aggression and Victimization AMY YUILE, DEBRA PEPLER, WENDY CRAIG, and JENNIFER CONNOLLY Part III: Weighing Benefits and Preventing Harms * The Ecstasy and the Agony of Collecting Sociometric Data in Public School Classrooms: Challenges, Community Concerns, and Pragmatic Solutions MARION K. UNDERWOOD, LARA MAYEUX, SCOTT RISSER, and BRIDGETTE HARPER * Ivory Tower Ethics: Potential Conflict between Community Organizations and Agents of the Tri-council LORRIE SIPPOLA Part IV: The Special Case of Research with Groups * Youth on the Margins: Qualitative Research with Adolescent Groups ANNE MARSHALL and BLYTHE SHEPARD * Walking a Fine Line: Negotiating Dual Roles in a Study with Adolescent Girls ELIZABETH BANISTER and KIM DALY Part V: Child Protection Issues in Research with Vulnerable Children and Youth * Respect and Protect? Conducting Community-Academic Research with Street-Involved Youth MIKAEL JANSSON and CECILIA BENOIT * Conducting Research in Child Maltreatment: Problems and Prospects CHRISTINE WALSH and HARRIET MACMILLAN * The Study of Suicidality among Children and Youth: Preliminary Recommendations and Best Practices TRACY VAILLANCOURT and VIOLETTA IGNESKI Part VI: Summary and Recommendations for Ethical Guidelines, Research, and Training * Unique Roles, Unique Challenges: Graduate Students' Involvement in Community-Academic Research JOSH SLATKOFF, RACHEL PHILLIPS, SARAH CORRIN, TAMARA ROZECK-ALLEN, and TERESA STRONG-WILSON * Stepping into Community-Based Research: Preparing Students to Meet New Ethics and Professional Challenges MARLENE MORETTI, BONNIE LEADBEATER, and ANNE MARSHALL * Including Vulnerable Populations in Community-Based Research: New Directions for Ethics Guidelines and Ethics Research BONNIE LEADBEATER and KATHLEEN GLASS

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Book SynopsisDuring his thirty years with the Institute of Child Study of the University of Toronto the late Dr. Karl S. Bernhardt wrote hundreds of articles and gave hundreds of talks to parents on the best way to bring up children. His philosophy is based on a belief in the worth of the individual. He believed that the goal of child-rearing should be to develop a feeling of security in the individual, and the best way to develop this sense of security is with firm and consistent discipline.This volume brings together some of Dr. Bernhardt’s articles. It examines all aspects of child-rearing: the importance of the home and the family, and the influence on the child’s development exerted by both the home and the school. He describes the stages of child development, discipline problems, character education, the use of leisure time and the development of mental health.Written in a style which is simple and direct, this book is a guide for family living with a timely messa

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Book SynopsisBy focusing on childcare and systematically comparing national experiences in Belgium, France, Italy, Sweden, and the European Union, Who Cares? provides detailed information on recent social policies and a clear perspective on welfare state redesign. Many countries have now designed childcare policies to reconcile family and work. Some encourage parents to provide their own childcare by granting parental leave; others encourage parents to stay at work by supporting childcare services. Using the case of childcare policy, the contributors to this volume examine how public policy choices over the last three decades have been fashioned by specific understandings of the gendered division of labour.The authors of the country studies analyse specific childcare strategies and place them within the larger context of state approaches to women's roles. They argue that an examination of the direction and the form of social spending, in this period when such spending is under at

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Book SynopsisThe United Nations Convention on the Rights of the Child was incorporated into international law in 1989. Since its adoption, it has been ratified by nearly all member nations. An outline of the basic rights of all persons under the age of 18, the Convention has various implications and its importance cannot be contested. This collection focuses on children's rights as defined by the U.N. Convention, and their relevance in both national and international contexts.The contributors discuss the Convention from different disciplinary perspectives, but are united in the belief that it is a tool to be utilized and contextualized by individuals, institutions, and communities. If there is a single conviction to be found throughout Children's Rights it is that the rights of the child are far too important to be left to states alone to provide and protect. To paint a detailed picture of the subject as a whole, the volume looks at situations in which the basic rights of childre

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Book SynopsisTrade Review“[Seen and Heard in Mexico] skillfully weaves together a variety of complex and significant threads while keeping at its center the important topic of the construction of childhood as a central component of postrevolutionary citizenship and nationalism.”—John Lear, professor of history at the University of Puget Sound and author of Workers, Neighbors, and Citizens: The Revolution in Mexico City Table of ContentsList of IllustrationsAcknowledgmentsIntroduction: Seen and Heard in Revolutionary Mexico1. Constructing Citizens: Adult-Produced Science, Space, Symbolism, and Rhetoric for the Revolutionary Child2. Pulgarcito and Popocatépetl: Children’s Art Curriculum and the Creation of a National Aesthetic3. A Community of Invisible Little Friends: Technology and Power in Children’s Radio Programs4. Comino vence al Diablo and Other Terrifying Episodes: Teatro Guiñol’s Itinerant Puppet Theater5. Hacer Patria through Peer Education: Literacy, Alcohol, and the Proletarian Child6. Hermanitos de la Raza: Civic Organizations and International DiplomacyConclusion: Exceptional and Everyday CitizensNotesBibliographyIndex

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Book SynopsisAs the twentieth century dawned, progressive educators established a national organization for adolescent girls to combat what they believed to be a crisis of girls’ education. A corollary to the Boy Scouts of America, founded just a few years earlier, the Camp Fire Girls became America’s first and, for two decades, most popular girls’ organization. Based on Protestant middle-class ideals—a regulatory model that reinforced hygiene, habit formation, hard work, and the idea that women related to the nation through service—the Camp Fire Girls invented new concepts of American girlhood by inviting disabled girls, Black girls, immigrants, and Native Americans to join. Though this often meant a false sense of cultural universality, in the girls’ own hands membership was often profoundly empowering and provided marginalized girls spaces to explore the meaning of their own cultures in relation to changes taking place in twentieth-century America.Trade Review"Helgren's book provides an excellent model for study of youth organizations over time."—Elizabeth Tucker, Journal of Folkore Research Reviews"The Camp Fire Girls is truly a pleasure to read. From excellent analysis to captivating writing, Helgren's addition to the scholarship on youth organizations, girlhood, and outdoor education and programming is invaluable. Accessible to both the academy and the general population, The Camp Fire Girls is a fantastic piece of scholarship that succeeds in a multitude of ways and is a significant contribution to the field."—Montana Chandler, H-Environment“Jennifer Helgren provides a rich narrative about the Camp Fire Girls, a chapter of twentieth-century American youth culture that has been largely overlooked by historians. This is an important study of an organization that often found itself betwixt and between—empowering diverse modern girlhoods while promoting eclectically conservative visions of feminism.”—Susan A. Miller, author of Growing Girls: The Natural Origins of Girls’ Organizations in America“A fascinating book that grapples with the construction of American girlhood during the twentieth century. Captivating and multilayered. . . . The book is a model for how to write an organizational history that tells a far larger and more important story than that of a single organization.”—Sara Fieldston, author of Raising the World: Child Welfare in the American Century“By resisting the impulse to regard girls’ organizations as mere tools of gender indoctrination or middle-class indulgences, Jennifer Helgren’s examination of Camp Fire Girls makes a compelling case for the importance of revisiting a so-called familiar or known topic. Its meticulous research and stellar use of archives will serve as an example for undergraduates, graduate students, and her colleagues about what is possible in the history of childhood and youth. Helgren’s book will buttress the exciting array of new works in the history of girls and girlhood in the United States.”—Marcia Chatelain, author of South Side Girls: Growing Up in the Great MigrationTable of ContentsList of Illustrations Acknowledgments Introduction: The Camp Fire Girls Confront a Crisis in American Girlhood 1. “Preparing for Sex Equality”: Gender Ideals and the Founding Years 2. “Wohelo Maidens” and “Gypsy Trails”: Racial Mimicry and Camp Fire’s Picturesque Girl Citizen 3. “All Prejudices Seem to Disappear”: Race, Class, and Immigration in the Camp Fire Girls 4. “There Are Lots of Other Camp Fire Things We Can Do”: Disability, Disease, and Inclusion in the Camp Fire Girls 5. “Worship God”: The Camp Fire Girls, Antifascism, and Religion in the 1940s and 1950s 6. Being a “Homemaker—Plus”: Gender and the Spiritual Values of the Home 7. "Prejudices May Be Prevented": Race, Tolerance, and Democracy in the 1940s and 1950s 8. “The War on Poverty Is Being Waged by Camp Fire Girls”: The Metropolitan Critical Areas Project 9. “It’s a New Day”: Camp Fire’s Reckoning and Restructuring in the 1970s Epilogue: An All-Gender Organization for the Twenty-First Century Notes Bibliography Index

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Book SynopsisTaking its impetus from remarkable fact that holy things were given to children as toys in the early modern period as a way of destroying their power, this book rethinks the meaning of both iconoclasm and child's play then and now.Trade Review"The face of our play has rarely looked so complex, so beautifully strange, as in Joe Moshenska's virtuosic study. With learning and wit, he probes play's power to make and unmake human thought, challenging any too-simple images of childish things." -- Kenneth Gross * University of Rochester *"This profoundly learned and beautifully written book is the best study of play since Huizinga's Homo Ludens and even surpasses that landmark work. Endlessly supple yet always sharp, it grows out of one historical epoch to range far afield, from antiquity to our contemporary moment." -- Gordon Teskey * Harvard University *"Analyzing the complex processes by which iconoclasts tactically repurposed holy relics as mere baubles, Moshenska reveals the surprisingly urgent cultural work accomplished by purportedly childish things. This startlingly original and refreshingly multidisciplinary book will change the way we look at toys, children, and religious images." -- Michael Schoenfeldt * University of Michigan *"[An] excellent and highly thoughtful book....If Moshenska lets some spirit of play animate his own scholarly investigations into such ultimately unfathomable things, he also shows how mysterious, open-ended, adventurous, and serious such play can be." -- Rachel Eisendrath * Modern Philology *"[An] extraordinary monograph....Iconoclasm as Child's Play is a scholarly, generous and generative book, and with it Moshenska has crafted a rich and suggestive narrative that demands much more of its readers than the kind of scholarly 'book-breaking' to which we have become habituated—and rewards that much more in turn." -- Stephanie Pope * H-Soz-Kult *"Iconoclasm as Child's Play is a rich interdisciplinary exploration of iconoclasm that will reward specialists in the histories and theologies of the Reformation and early modern Catholicism, the sociological and anthropological studies of religion and play, theological aesthetics, and the field of childhood studies. Moshenska...engages multiple disciplines, historic periods, and cultural contexts bringing them into a lively, and one might say, playful, exchange that is mutually disruptive and illuminating....captivating from the opening pages of the preface." -- Mary M. Doyle Roche * Horizons *"Although Moshenska's rhetorical method is unorthodox, it is brilliantly effective and true to its subject. The book is instructive without feeling instructive. Upon final reflection, the book could perhaps best be described as philosophical artwork." -- Craig Evan Anderson * Reading Religion *"A highly original perspective that will be welcomed by scholars of play and religion alike." -- Alan Levinovitz * The Journal of Religion *Table of ContentsContents and AbstractsPreface: Preface chapter abstractThe preface begins with a sermon by Roger Edgeworth, delivered in the West of England in the 1530s, that describes children playing with objects removed from monasteries. The children are interrupted by their parents, who insist that these objects be denounced as "idols." Drawing on discussions from art history and political theory, it suggests that this scene is emblematic of the way in which the closed world of child's play seems both to demand and to resist interpretation. It distinguishes the delicate interpretative balance of the scene from some more recent attempts to see play either as entirely open and free or as entirely closed and predetermined, and sketches out the overall trajectory of the book. Introduction: Introduction chapter abstractThe introduction traces the wider historical and theoretical narratives in which iconoclasm and child's play have played prominent—but typically opposed—roles. It begins with Baudelaire's association of parents who deny toys to their children with Protestantism, and shows that this is symptomatic of a widely postulated opposition between play and the Reformation, linked to the identification of violently iconoclastic disenchantment as the essence of modernity. It then explores the roles that iconoclasm and play assumed in the emergence of modern aesthetics from Schiller to Gadamer, and the prominence of toys in modern accounts of materiality. These discussions set up the larger narratives of iconoclasm and play against which the texture of iconoclastic child's play itself is tested in the chapters that follow. 1Trifle chapter abstractThis chapter begins with lists compiled in Lincolnshire in the 1550s. These lists show that objects including pyxes—containers for the Eucharist—were given to children as playthings. The chapter links this practice to the widespread discourse that sought to demean traditional religion as a mere trifling with inane and worthless things, but it argues that the practice of iconoclastic child's play differs from this polemic in that the object actually lingers as a potential locus for newly emerging meanings. This possibility is linked to the wider complexities surrounding the status of trifles and inanities in the history of Christian thought and its consistent inversions of value, as well as to the self-reflexive interrogation of the status of trifles in the writings of Thomas More. 2Doll chapter abstractThis chapter opens with a father in Cologne in the 1590s who snapped the arms from a crucifix and gave it to his children as a toy. Returning to the sermon by Edgeworth discussed in the preface, the chapter considers this broken object as what Edgeworth calls an "idoll"—a hybridization of doll and idoll. This possibility is linked to the wider presence of "holy dolls" in medieval Christianity, but ultimately the doll is explored not as a stable and readily identifiable category but as a way of conceiving of ambiguous objects that may be more or less human at different moments and subjected alternatingly to violence and care. The implications of this possibility are explored in relation to a medieval Christ child, a broken crucifix, and a contemporary representation of a shattered doll. 3Puppet chapter abstractThis chapter opens with a movable image of a dove, representing the Holy Spirit, that was made into a plaything in sixteenth century Germany. It relates this specific object to a wider range of articulated and jointed figures involved in late medieval piety that were often attacked as empty puppets by reformers. It uses these objects to think not about puppets per se but rather about the jointedness or constitutive brokenness of holy things more broadly, particularly relics poised between the sacred and the disgusting. These objects are related to the unstable place of playfulness and the material in Erasmus's writings, and to the wider place of creative breaking and the disgusting in modern art. 4Fetish chapter abstractThis chapter opens with an ambiguous set of objects collected by a Dutch woman named Margrieta van Varick and described as "Indian Babies," possibly brought with her from the Dutch East Indies to New England, and relates them to the practice of iconoclastic child's play in Malaysia. It repositions iconoclastic child's play in a fraught colonial context and asks how the play of other cultures is to be interpreted. Beginning with ethnographic and psychoanalytic discussions of child's play by Lévi-Strauss, Winnicott, and others, it then moves to consider the category of the fetish as one that has long been intertwined with the status of children and their playing. It uses the contested status of this category—as an object both replete with, and devoid of, meaning—to reconsider the fetish as plaything both in sixteenth-century Guinea and in Adorno's writing on artworks and children's games. 5Play chapter abstractThis chapter opens with a set of medieval wooden statues in Audley End House in Essex that survived in part because they spent a period being used by children as toys. It considers the uneven trajectories through which these objects have passed—existing at different points as holy things, playthings, and art-things—to consider the wider temporal narratives into which play (and especially the playing of children) is often folded. It considers the way in which educative and habituating schemes from Plato to Renaissance figures such as Thomas Elyot and Montaigne involve the interpretation of play as a linear process of habituation, but it argues that these narratives involve a defensive simplification of the way in which play can in fact unfold in and through time, an attempt to limit and tame its meanings. 6Mask chapter abstractThis chapter begins with a wooden doll from the seventeenth century that is juxtaposed with the statues from Audley End considered in the previous chapter on the basis of their equally fixed, impassive visages. This feature is used to consider the way in which children, especially when at play, have been seen as troublingly masked, inscrutable, alien beings. It discusses accounts from the sixteenth century, notably John Harington's, that recognize in play periods of vacant, blank, neutral time. It then proceeds to an extended reading of Bruegel's painting Children's Games, and especially a consideration of the reading of this work by the Nazi art historian Hans Sedlmayr. This painting, and Sedlmayr's remarkable and deeply disquieting account, are seen as encapsulating the ways in which child's play's resistance to interpretation can provoke fear and horror—a possibility linked to the periodic association of children with witchcraft and demonic possession. Conclusion: Toy chapter abstractThe conclusion returns to the larger narratives into which play has often been folded in order to reconsider them in relation to the complexities of iconoclastic child's play. It suggests that neat temporalities in which play and seriousness contrast and alternate with one another need to be replaced with trajectories that have room for sudden alteration and reversal. Drawing in part from the writings of Hans Blumenberg, Bruno Latour, Michel Serres, Siegfried Kracauer, and Igor Kopytoff, it suggests that we think of objects (including artworks) in terms of their "toy potential"—the perennial possibility that an object might both come to be, and cease to be, a plaything. The implications of this possibility are illustrated via a reading of an episode from Spenser's Faerie Queene in which a malevolent allegorical dragon is startlingly transformed into a child's plaything.

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Book SynopsisIn New York's Central Park, some of the playgrounds constructed as part of the midcentury experimental “playground revolution” still remain. Marie Warsh tells the history of these playscapes built in the 1960s and ‘70s, exploring their connections to the art, recreational design, urbanism, and child-development theories of the period.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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Book SynopsisWhat does it mean for a child to be a reader and how did American culture come to place such a high value on this identity? Reading Children offers a history of the relationship between children and books in Anglo-American modernity, exploring long-lived but now forgotten early children''s literature, discredited yet highly influential pedagogical practices, the property lessons inherent in children''s book ownership, and the emergence of childhood itself as a literary property.The nursery and schoolroom version of the social contract, Crain argues, underwrote children''s entry not only into reading and writing but also into a world of commodity and property relations. Increasingly positioned as an indispensable form of cultural capital by the end of the eighteenth century, literacy became both the means and the symbol of children''s newly recognized self-possession and autonomy. At the same time, as children''s legal and economic status was changing, childhood emerged Trade Review"Reading Children is capacious but rigorous, bringing entirely fresh ways of thinking about what may have seemed like well-trodden material. Crain's prose is precise, clear, and quite often entertaining, and her research is extraordinary." * Modern Philology *"The strengths of this lavishly illustrated study, which includes thirty-five color plates and forty-five black-and-white illustrations, are the evocative, perceptive, and compelling discussions of the relationship between children's reading and property. . . . Crain braids together close analyses of texts, artifacts, and significant contemporary ideas to provide a multidimensional historical account of children's reading that contextualizes the idealized representation that we have come to associate with childhood." * Children's Literature Association Quarterly *"Crain's study makes significant contributions to studies of childhood reading practices and spaces. Her examination of reading in controlled and regulated schoolroom environments as well as private, familial environments adds to current understandings of how public and private scenes of reading and the material culture of books and the spaces in which to read books shape and define childhood." * HIstory of Education Quarterly *"[A] fascinating, wide-ranging study of the ways in which the figure of the child reader-in particular, the image of a child reading his or her own book-has been intertwined in broader cultural narratives about selfhood, memory, commodity ownership, and economic and cultural capital." * Reception *"Patricia Crain has long been one of the handful of scholars whose work I have found truly transformative, changing my sense of the kinds of questions one could ask and of the strategies one might develop for answering them. Reading Children is capacious, precise, and at times breathtakingly original in its vision and methods." * Karen Sánchez-Eppler, Amherst College *Table of ContentsIntroduction. Children and Books Chapter 1. Literacy, Commodities, and Cultural Capital: The Case of Goody Two-Shoes Chapter 2. The Literary Property of Childhood: The Case of the "Babes in the Wood" Chapter 3. Colonizing Childhood, Placing Cherokee Children Chapter 4. "Selling a Boy": Race, Class, and the Literacy Economy of Childhood Chapter 5. Children in the Margins Chapter 6. Raising "Master James": The Medial Child and Phantasms of Reading Coda. Bedtime Stories Appendix. "The Children in the Wood" Notes Bibliography Index Acknowledgments

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Book SynopsisWriting about children on the school playgrounds of working-class Belfast, Northern Ireland, Donna M. Lanclos uses their own words to show how they shape their social identities. She explores their ideas about gender, family, adult-child interactions, and Protestant/Catholic tensions.Trade ReviewWe are so used to hearing about the terrible effects upon children of ongoing tragedies like Northern IrelandÆs æTroublesÆ that it revives the readerÆs spirit to see someone like Lanclos actually spend time with children and find in their folklore evidence of the childrenÆs resilience. The children in these pages use their folklore to take some power in their circumstances, demonstrating that they are not passive victims of violence and sectarianism. -- Jay Mechling * American studies, University of California, Davis *Table of ContentsIntroduction A day in the life Rudeness and defining the line between child and adult Masculinity and femininity on the playground Exploring the Protestant/Catholic divide Conclusion

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Book SynopsisIn the early years of the twentieth century, Americans began to recognize adolescence as a developmental phase distinct from both childhood and adulthood. This title explores the girls' organizations that sprang up in the first half of the twentieth century from a socio-historical perspective.Trade ReviewSusan A. Miller's well-written and meticulously researched interdisciplinary study of scouting summer camps for girls draws upon the history of science and the body to examine a prominent cultural site of girlhood socialization. Miller's imaginative examination of evidence from the ground up (nature and crafts) as well as from the top down (ideas/ideals) sheds new light on our understanding of girls' scouting organizations and their impact on the shaping of American girlhood. -- Miriam Forman-Brunell * professor of history, University of Missouri-Kansas City *Table of ContentsIntroduction: What is the matter with Jane? Fashioning girls' identity Mobilizing girl soldiers The landscape of camp Naturecraft Homecraft Healthcraft Epilogue: A tale of two girls

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Book Synopsis Pleasures and Perils follows a group of young girls living on Nevis, an island society in the Eastern Caribbean. In this provocative ethnography, Debra Curtis examines their sexuality in gripping detail: why do Nevisian girls engage in sexual activity at such young ages? Where is the line between coercion and consent? How does a desire for wealth affect a girl''s sexual practices? Curtis shows that girls are often caught between conflicting discourses of Christian teachings about chastity, public health cautions about safe sex, and media enticements about consumer delights. Sexuality''s contradictions are exposed: power and powerless¡ness, self-determination and cultural control, violence and pleasure. Pleasures and Perils illuminates the methodological and ethical issues anthropologists face when they conduct research on sex, especially among girls. The sexually explicit narratives conveyed in this book challenge not only the reader''s own thoughts onTrade Review"Pleasures and Perils is an accessible yet theoretically astute introduction to theories of sexual subjectivity, discourse, and mediation. It is also a compellingly written story about an island in transition and about the girls who are coming to adulthood as these shifts take place." * New West Indian Guide *"Pleasures and Perils is an accessible yet theoretically astute introduction to theories of sexual subjectivity, discourse, and mediation. It is also a compellingly written story about an island in transition and about the girls who are coming to adulthood as these shifts take place." * New West Indian Guide *Table of ContentsAcknowledgments 1. Introduction 2. Globalizing Nevis: Radical Shifts from Subsistence to Consumerism 3. Competing Discourses and Moralities at Play 4. Consuming Global Scripts: Media, Sex, and Desire 5. The State and Sexualities 6. Rethinking Sexual-Economic Exchange 7. Theorizing Sexual Pleasure 8. Conclusion Notes Bibliography Index

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Book SynopsisDrawing from ethnographic data and research in immigrant communities, this study provides the definition of child labor by assessing children's roles as translators as part of a cost equation in an era of global restructuring and considers how sociocultural learning and development is shaped as a result of children's contributions as translators.Trade Review"Translating Childhoods should be required reading for educators and future teachers. It provides a refreshing and important view of children as active contributors to communities and society." -- Lucinda Pease-Alvarez * University of California, Santa Cruz *"This is one of the most important works on learning and development among immigrant children in the last decade. Orellana integrates a cognitive and developmental focus with deeply personal portraits that expand fundamentally our understanding of what counts as generative knowledge for academic learning." -- Carol D. Lee * Northwestern University, author of Culture, Literacy and Learning *"Translating Childhoods, an important and pathbreaking contribution to the new sociology of childhood, provides lucid analysis and vivid ethnographic portraits of children as powerful social actors engaged in the invisible work of language brokering at home, in schools and in public spaces across an array of institutional domains where their skills matter." -- Marjorie Harness Goodwin * UCLA *"Orellana paints a powerful portrait of the complicated lives of America's immigrant youth." * Language Arts *"I highly recommend Translating Childhoods for an array of courses in language and literacy. Despite the book's strong research base, it reads more like a novel." -- Elaine Rubinstein-Avila * Anthropology and Education Quarterly *"Orellana tracks immigrant children in Los Angeles, Chicago, and a Chicago suburb to explore the work children do translating for others. From the author's introspection, one once more appreciates that immigrant children are not the burden they are often portrayed." * Education Review *"Orellana tracks immigrant children in Los Angeles, Chicago, and a Chicago suburb to explore the work children do translating for others. From the author's introspection, one once more appreciates that immigrant children are not the burden they are often portrayed." * Education Review *"I highly recommend Translating Childhoods for an array of courses in language and literacy. Despite the book's strong research base, it reads more like a novel." -- Elaine Rubinstein-Avila * Anthropology and Education Quarterly *"Orellana paints a powerful portrait of the complicated lives of America's immigrant youth." * Language Arts *"Translating Childhoods is a deeply insightful analysis of the daily 'work' of immigrant children and its implications for their development—a superb contribution to the field!" -- Carola Sußrez-Orozco * author of Children of Immigration and Learning a New Land *"Translating Childhoods, an important and pathbreaking contribution to the new sociology of childhood, provides lucid analysis and vivid ethnographic portraits of children as powerful social actors engaged in the invisible work of language brokering at home, in schools and in public spaces across an array of institutional domains where their skills matter." -- Marjorie Harness Goodwin * UCLA *"Translating Childhoods should be required reading for educators and future teachers. It provides a refreshing and important view of children as active contributors to communities and society." -- Lucinda Pease-Alvarez * University of California, Santa Cruz *"This is one of the most important works on learning and development among immigrant children in the last decade. Orellana integrates a cognitive and developmental focus with deeply personal portraits that expand fundamentally our understanding of what counts as generative knowledge for academic learning." -- Carol D. Lee * Northwestern University, author of Culture, Literacy and Learning *Table of ContentsAcknowledgments Introduction Translating FramesLandscapes of Childhood Home Work Public Para-Phrasing Transculturations Transformations Translating Childhoods Appendix A Appendix B Appendix C Notes Bibliography Index

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Book SynopsisThe late 1990s and early 2000s witnessed a surge in the publication and popularity of autobiographical writings about childhood. Linking literary and cultural studies, Drawing on trauma and memory studies and theories of authorship and readership, this title offers commentary on the triumphs, trials, and tribulations that have shaped this genre.Trade Review"Douglas offers a rich trove of insights into how versions of childhood are sold to fulfill a range of political purposes, both progressive and regressive, and how speaking through the voice of the traumatized child makes it difficult to tell the difference." * Biography: An Interdisciplinary Quarterly *"Douglas offers a rich trove of insights into how versions of childhood are sold to fulfill a range of political purposes, both progressive and regressive, and how speaking through the voice of the traumatized child makes it difficult to tell the difference." * Biography: An Interdisciplinary Quarterly *Table of ContentsIntroduction Chapter 1 Creating Childhood Chapter 2 Consuming Childhood Chapter 3 Authoring Childhood Chapter 4 Scripts for Remembering Chapter 5 Scripts for Remembering Chapter 6 Ethics Chapter 7 The Ethics of Reading Conclusion Writing Childhood in the Twenty-First Century Notes Bibliography Index

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Book SynopsisGirlhood, interdisciplinary and global in source, scope, and methodology, examines the centrality of girlhood in shaping women's lives. Scholars study how age and gender, along with a multitude of other identities, work together to influence the historical experience.Trade Review"This volume presents fresh scholarship on the history of girls' cultures and will become an oft-cited, first important collection that helps define the burgeoning field of the history of children and youth." -- Jay Mechling * professor of American studies, University of California, Davis *"Provides the field of girl-centered research with new insights, the most important being that the notion of girlhood is not uniform and fixed, but diverse and dynamic." -- Helma Van Leirop * Tilburg University/Leiden University, IRSCL online review *Table of ContentsForeword / Miriam Forman-Brunell Acknowledgments Introduction / Jennifer Helgren / Colleen A. Vasconcellos Toward Political Agency for Girls: Mapping the Discourses of Girlhood Globally / Jackie Kirk / Claudia Mitchell / Jacqueline Reid-Walsh Part I Girls' Cultures and Identities American Jewish Girls and the Politics of Identity, 1860-1920 / Melissa R. Klapper Growing Up in Colonial Algeria: The Case of Assia Djebar / Christa Jones Immigrant Girls in Multicultural Amsterdam: Juggling Ambivalent Cultural Messages / Marion Den Uyl / Lenie Brouwer Feminist Girls, Lesbian Comrades: Performances of Critical Girlhood in Taiwan Pop Music / Fran Martin Part II The Politics of Girlhood Girlhood Memories and the Politics of Justice in Post-Rosas Argentina: The Restitution Suit of Olalla Alvarez / Jesse Hingson "A Case of Peculiar and Unusual Interest": The Egg Inspectors Union, the AFL, and the British Ministry of Food Confront "Negro Girl" Egg Candlers / Jan Voogd "Life Is a Succession of Disappointments": A Soviet Girl Contends with the Stalinist Dictatorship / E. Thomas Ewing Fragilities and Failures, Promises and Patriotism: Elements of Second World War English and American Girlhood, 1939-1945 / Lisa L. Ossian Holy Girl Power Locally and Globally: The Marian Visions of Garabandal, Spain / Jessamy Harvey Rebels, Robots, and All-American Girls: The Ideological Use of Images of Girl Gymnasts during the Cold War / Ann Kordas Part III The Education of Girls Palestinian Girls and the British Missionary Enterprise, 1847-1948 / Nancy L. Stockdale "The Right Kind of Ambition": Discourses of Femininity at the Huguenot Seminary and College, 1895-1910 / S. E. Duff Stolen Girlhood: Australia's Assimilation Policies and Aboriginal Girls / Christine Cheater Fathers, Daughters, and Institutions: Coming of Age in Mombasa's Colonial Schools / Corrie Decker Mothers of Warriors: Girls in a Youth Debate of Interwar Iraq / Peter Wien "Homemaker' Can Include the World": Female Citizenship and Internationalism in the Postwar Camp Fire Girls / Jennifer Helgren Part IV Girls to Women: Work, Marriage, and Sexuality From Chattel to "Breeding Wenches": Abolitionism, Girlhood, and Jamaican Slavery / Colleen A. Vasconcellos Girls, Labor, and Sex in Precolonial Egypt, 1850-1882 / Liat Kozma Defiant Daughters and the Emancipation of Minors in Nineteenth-Century Mexico / Kathryn A. Sloan The Shifting Status of Middle-Class Malay Girlhood: From "Sisters" to "Sinners" in One Generation / Patricia Sloane-White Contributors Index

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Book SynopsisTrade Review"Few people are aware of the right's attempts to use children's literature ideologically to indoctrinate American youth. While this book will certainly be valuable to scholars of children's literature and education, those outside of academe should also sit up and take notice." -- Philip Nel * coeditor of Tales for Little Rebels *"Raising Your Kids Right is an eye-opening examination of how the contemporary conservative movement has deployed children's literature. Michelle Ann Abate adds a crucial dimension to the study of the conservative movement while simultaneously expanding the discussion about the intersections of children's literature and American politics." * Children's Literature Association Quarterly *"A timely and engaging study of the rise of conservative children's books published in the United States. It is a valuable study of the political nature of some of children's literature as it zeros in on a handful of high-profile conservative titles published since the 1990s." -- Jan Susina * Teachers College Record *"A brilliant study that marks a significant intervention in both the fields of political science and children's literature." * The Lion and the Unicorn *"The role of children's literature in laying the groundwork for future generations to embrace conservatism is worth exploring and understanding. Abate's book helps open that conversation, while leaving plenty of questions for future scholars to pursue." * Journal of the History of Childhood and Youth *Table of ContentsIntroduction. “In Adam’s Fall, We Sinned All”: The Conservative Tradition in U.S. Children’s Literature, Culture, and Politics1 “Give Me Some of That Old-Time Reading”: William Bennett’s The Book of Virtues and the Rise of Right-Leaning Literature for Young Readers2 “I Speak for the National Oak Flooring Manufacturers Association”: Truax, the Anti-Green Movement, and the Corporate Production of Children’s Literature3 Not Just Christianity, But the Christian Right: The Battle over Public Education and the American Sunday School Movement in the Left Behind Series for Kids4 Patriot Acts: Fighting the War on Terror via the Canon Wars in Lynne Cheney’s Picture Books5 Pundit Knows Best: The Self-Help Boom, Brand Marketing, and The O’Reilly Factor for Kids6 “One State, Two State, Red State, Blue State”: Bringing Partisan Politics to Picture Books in Katharine DeBrecht’s Help! Mom! SeriesConclusion. “The Gosh-Darnit, Doggone It, You-Betcha Wink Heard ’Round the World”: The 2008 Presidential Election, the State of the Conservative Movement, and the Future of Rightist Books for Young Readers

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Book Synopsis Rights and Wrongs of Children''s Work, authored by an interdisciplinary team of experts, incorporates recent theoretical advances and experiences to explore the place of labor in children''s lives and development.This groundbreaking book considers international policies governing children''s work and the complexity of assessing the various effects of their work. The authors question current child labor policies and interventions, which, even though pursued with the best intentions, too often fail to protect children against harm or promote their access to education and other opportunities for decent futures. They argue for the need to re-think the assumptions that underlie current policies on the basis of empirical evidence, and they recommend new approaches to advance working children''s well-being and guarantee their human rights.Rights and Wrongs of Children''s Work condemns the exploitation and abuse of child workers and supports the right ofTrade Review"Bourdillon and colleagues analyze the problems, benefits, appropriate interventions, culture, and policies related to children's work with a respect for the individual rights of the children involved. Recommended." * Choice *"While this book is not the first to challenge conventional thinking on children's work, it is comprehensive in its analysis and bold in its call for change." * Comparative Education Review *"In Rights and Wrongs of Children's Work, the authors provide us with a definitive and balanced examination of why it is that the majority of the world's children's work for a living. This is an excellent book, which has clearly been designed to engage both the novice and expert. The clarity of reflective thought in this book is particularly impressive and reassuring." * Contemporary Sociology *"Bourdillon and colleagues analyze the problems, benefits, appropriate interventions, culture, and policies related to children's work with a respect for the individual rights of the children involved. Recommended." * Choice *"While this book is not the first to challenge conventional thinking on children's work, it is comprehensive in its analysis and bold in its call for change." * Comparative Education Review *"In Rights and Wrongs of Children's Work, the authors provide us with a definitive and balanced examination of why it is that the majority of the world's children's work for a living. This is an excellent book, which has clearly been designed to engage both the novice and expert. The clarity of reflective thought in this book is particularly impressive and reassuring." * Contemporary Sociology *Table of Contents Preface Acknowledgments List of Figures and Tables List of Acronyms 1. Raising Questions, Questioning the Answers "When I was fired, I cried for two weeks": How Intervention Went Wrong in Morocco's Garment Industry Whose Interests? Ways of Thinking Children's Rights Knowledge, Understanding, and Information 2. Work That Children Do What Is Children's Work? What Children Say about Why They Work Concluding Comment 3. Children's Work in Historical and Comparative Perspective Child Labor and the Industrial Revolution in Britain around the Nineteenth Century Child Work, Education, and Interventions in Asia and Africa: Examples from Indonesia and Zimbabwe Children, Work, and Education in Communist Revolutions and Post-Communist Transitions International Standards and Trends in Interventions 4. Child Work and Poverty: A Tangled Relationship What Is Poverty? Defining and Measuring Labor-Force Work Many Poor Children Do Not Work for Pay Labor Supply and Labor Demand General Patterns Children's Earnings: How Much, and Who Gets Them? Are Children Working Instead of Adults, or Undermining Adult Wages? Conditional Cash Transfers as Compensation for School Enrollment Is Child Work a Cultural Phenomenon Rather Than an Economic Necessity? The Effects of Child Work on Poverty Dynamics: How Learning Matters Does Poverty Cause Child Work? 5. Work in Children's Development Framing the Issue The Idea of Human "Development in Social Science Concluding Observations 6. Education, School, and Work "Earn-and-Learn": Tea Estates in Zimbabwe Children's Perceptions The Right to Education School as Work Problems with Schools Can School Mix with Work? Combining Labor-Force Work with School Learning through Work Conclusion 7. Children Acting for Themselves Agency of Children Street Children Independent Migration Organizations of Working Children Child Participation in Making Decisions 8. Assessing Harm against Benefits Child Domestic Work: Pros and Cons A Continuum of Harm and Benefit Intolerable Forms and Conditions of Work Assessing Hazardous Work Weighing Harm against Benefits A Note on Exploitation What Does This Mean in Practice? 9. The Politics of International Intervention The Case of Child Garment Workers in Bangladesh: Tragedy or Scandal? Stitching Footballs in Sialkot What Should Be Learned from These Experiences? Promoting and Protecting the Interests of Children Who Work: A Case in Egypt Concluding Thoughts 10. Policies and Interventions: What Should They Achieve, and How? Starting Points Principles Practice Notes References Index

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Book SynopsisTrade Review"A rich synthesis of research on immigration and family dynamics integrated with data from a significant ethnographic research project, giving us a compelling view of the role some children in immigrant families play as brokers within their family systems and the consequences of this role for themselves and their families." * Journal of Child and Media *"This book is informative, insightful, and interesting. The chapters provide solid data and research, but also personal narratives that help the reader get a better understanding of child brokers and their unique responsibilities." * Journal of Youth and Adolescence *"Engaging like a novel, but solid as a major academic work … Katz has the ability to present theory, case studies, and findings in an engaging way that makes this topic relevant and comprehensible not only for academics but also for people who interact with immigrant families and child brokers on a daily basis." * International Journal of Communication *"Vikki Katz’s nuanced ethnography offers a fascinating analysis of how brokering performed by children of immigrants can both promote and undermine the larger immigrant bargain." -- Robert Courtney Smith * Baruch School of Public Affairs and Sociology Department, Graduate Center, CUNY *"With richly painted portraits of children and families working together in a variety of contexts, this book deepens our understanding of the complex work involved in immigrant family language brokering, as well as ways to support that work. Katz shows the critical role that youth play in giving families access to new media technologies as well as to health and wellness." -- Marjorie Faulstich Orellana * UCLA *"Kids in the Middle is a timely, informative, and methodologically well-designed study. Katz impressively approaches the topic of children brokers with a multi-methodological design that will fill a gap in current scholarship." -- Angie Y. Chung * University at Albany *Table of ContentsList of Tables Acknowledgments 1 Children, Family and Community 2 Settling in Greater Crenshaw 3 Child Brokers and Their Families 4 Community Begins at Home 5 Gateways to Wellbeing 6 Shortchanging the Immigrant Bargain? 7 Brokering and Its Consequences Appendix: Challenges of Departure Notes References Index

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Book SynopsisTrade Review"Child Soldiers in the Western Imagination is fascinating for readers from different backgrounds, including sociology, law, history and anthropology. ... The accessible language makes Rosen’s book a singularly important source in understanding the complexities of child soldiering." * Children & Society *"A leader in the reinvigoration of child and youth studies in US anthropology, Rosen offers a mature scholar's command of the issues … Working against the expected binary, Rosen combines history and anthropology to challenge the image of child soldiers as particularly African or as the product of a new barbarism in war ... Highly recommended. Upper-division undergraduates and above." * CHOICE *"Excellent, in-depth, and superbly written." * RALPH *"Rosen leaves readers in no doubt as to the dangers of historical amnesia." * The Journal of the History of Childhood and Youth *"In this masterly volume Rosen brings meticulous scholarship to bear in a powerful narrative challenging advocates who mythologize the innocence of child combatants across the developing world today." -- Jo Boyden * University of Oxford *Table of ContentsPreface and AcknowledgementsChapter 1—A Tale of Two OrphansChapter 2—The Struggle over RecruitmentChapter 3—Child Soldiers in World War IIChapter 4—The Child Soldier in Popular CultureChapter 5—Modern Child SoldiersChapter 6—The Politics and Culture of Childhood VulnerabilityNotesSelected BibliographyIndex

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Book SynopsisOur children mean the world to us. They are so central to our hopes and dreams that we will do almost anything to keep them healthy, happy, and safe. What happens, then, when a child has serious problems? In Family Trouble, a compelling portrait of upheaval in family life, sociologist Ara Francis tells the stories of middle-class men and women whose children face significant medical, psychological, and social challenges. Francis interviewed the mothers and fathers of children with such problems as depression, bi-polar disorder, autism, learning disabilities, drug addiction, alcoholism, fetal alcohol syndrome, and cerebral palsy. Children's problems, she finds, profoundly upset the foundations of parents' everyday lives, overturning taken-for-granted expectations, daily routines, and personal relationships. Indeed, these problems initiated a chain of disruption that moved through parents' lives in domino-like fashion, culminating in a crisis characterized by uncertainty, loneliness, guTrade Review“This smart, engaging book demonstrates the complicated nature of parenthood - a salient identity for most adults in the United States today. Especially impressive is Francis’s ability to weave through multiple sociological constructs and subfields, including medicalization, stigma, identity, emotion work, gender, and disability.” * American Journal of Sociology *"An exquisite and magnificent piece of sociological scholarship, Family Trouble is clear, interesting, and highly engaging. Francis’s study and analysis are rich and nuanced as she covers the many dimensions of the phenomenon she calls 'family trouble.'" -- Eviatar Zerubavel * author of Hidden in Plain Sight as well as Ancestors and Relatives *"Family Trouble offers rich, empirically based insights into the everyday, relational and emotional processes that mark the distinctive forms of 'concerted cultivation' pursued by contemporary middle-class American families with 'problemed' children." -- Robert M. Emerson * professor emeritus of sociology at UCLA *Table of ContentsPreface1 Parents in Trouble2 Constructing Trouble, Losing Certainty3 Elusive Remedies and Disrupted Routines4 Stigma and Disrupted Relationships5 Unmet Expectations and Emotional Turmoil6 Disrupted Selves, Making Sense and Making Do7 Family TroubleAppendix AAppendix BBibliographyIndex

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Book SynopsisTrade Review"A carefully crafted and meticulously organized anthology, Child's Play provides a much needed research agenda for studying physical activities and sport participation among young people, and serves as a valuable source of information for any parent or adult concerned about youth sports." -- Jay Coakley * author of Sports in Society: Issues and Controversies *"A much needed contribution to the fields of childhood and sport studies." * Sport in American History *"Together, these essays present an understanding of youth sports supported by research data and ethnographic data that share a child’s voice. This convincing collection recognizes the culture of youth sport and its bearing on the growth of youth. It is for anyone interested in youth sports... Highly recommended." * Choice *"Messner and Musto have pulled together a powerful collection of essays that offer panoramic insight and riveting detail. The voices of kids are truly revelatory and powerfully demonstrate children’s cultural fluency within the constraints of age and other inequities. Child’s Play is a rare achievement that centers kids’ experience in sports while using it as a crucial prism onto other major sociological projects." -- Allison Pugh * University of Virginia *Table of ContentsIntroduction: Kids and Sport Michael A. Messner and Michela Musto Part I. Playing Fields: The Social Landscape of Youth Sports Chapter 1. Surveying Youth Sports in America: What We Know and What It Means for Public Policy Chapter 2. Kids of Color in the American Sporting Landscape: Limited, Concentrated, and Controlled Chapter 3. Girls and the Racialization of Female Bodies in Sport Contexts Chapter 4. Sport and the Childhood Obesity Epidemic Chapter 5. The Children Are Our Future: The NFL, Corporate Social Responsibility, and the Production of “Avid Fans” Part II. Fields of Play: Kids Navigating Sport Worlds Chapter 6. Athletes in the Pool, Girls and Boys on Deck: The Contextual Construction of Gender in Coed Youth Swimming Chapter 7. The Voices of Boys on Sport, Health, and Physical Activity: The Beginning of Life Through a Gendered Lens Chapter 8. “We Have a Right to the Gym”: Physical Activity Experiences of East African Immigrant Girls Chapter 9. Transgender and Gender Nonconforming Kids and the Binary Obstacles of Sport Participation in North America Chapter 10. Examining Boys, Bodies, and PE Locker Room Spaces: “I Don’t Ever Set Foot in That Locker Room” Chapter 11. Park “Rats” to Park “Daddies”: Community Heads Creating Future Mentors Afterword: Kids, Sport Research, and Sport Policy Notes on Contributors Index

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Book SynopsisIs sport good for kids? When answering this question, both critics and advocates of youth sports tend to fixate on matters of health. Child's Play presents a more nuanced examination of the issue, considering not only the physical impacts of youth athletics, but its psychological and social ramifications as well.Trade Review"A carefully crafted and meticulously organized anthology, Child's Play provides a much needed research agenda for studying physical activities and sport participation among young people, and serves as a valuable source of information for any parent or adult concerned about youth sports." -- Jay Coakley * author of Sports in Society: Issues and Controversies *"A much needed contribution to the fields of childhood and sport studies." * Sport in American History *"Together, these essays present an understanding of youth sports supported by research data and ethnographic data that share a child’s voice. This convincing collection recognizes the culture of youth sport and its bearing on the growth of youth. It is for anyone interested in youth sports... Highly recommended." * Choice *"Messner and Musto have pulled together a powerful collection of essays that offer panoramic insight and riveting detail. The voices of kids are truly revelatory and powerfully demonstrate children’s cultural fluency within the constraints of age and other inequities. Child’s Play is a rare achievement that centers kids’ experience in sports while using it as a crucial prism onto other major sociological projects." -- Allison Pugh * University of Virginia *Table of ContentsIntroduction: Kids and Sport Michael A. Messner and Michela Musto Part I. Playing Fields: The Social Landscape of Youth Sports Chapter 1. Surveying Youth Sports in America: What We Know and What It Means for Public Policy Chapter 2. Kids of Color in the American Sporting Landscape: Limited, Concentrated, and Controlled Chapter 3. Girls and the Racialization of Female Bodies in Sport Contexts Chapter 4. Sport and the Childhood Obesity Epidemic Chapter 5. The Children Are Our Future: The NFL, Corporate Social Responsibility, and the Production of “Avid Fans” Part II. Fields of Play: Kids Navigating Sport Worlds Chapter 6. Athletes in the Pool, Girls and Boys on Deck: The Contextual Construction of Gender in Coed Youth Swimming Chapter 7. The Voices of Boys on Sport, Health, and Physical Activity: The Beginning of Life Through a Gendered Lens Chapter 8. “We Have a Right to the Gym”: Physical Activity Experiences of East African Immigrant Girls Chapter 9. Transgender and Gender Nonconforming Kids and the Binary Obstacles of Sport Participation in North America Chapter 10. Examining Boys, Bodies, and PE Locker Room Spaces: “I Don’t Ever Set Foot in That Locker Room” Chapter 11. Park “Rats” to Park “Daddies”: Community Heads Creating Future Mentors Afterword: Kids, Sport Research, and Sport Policy Notes on Contributors Index

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Book SynopsisTrade Review"This carefully edited volume encourages thought about the impact of war, from 9/11 to involvement in Iraq and Afghanistan, on youth in the US through 11 elegant and lucid essays that variously use ethnographic methods and literary and cultural analyses, together with practical reflections on pedagogical method ... Highly recommended." * CHOICE *"[A] welcome collection of essays … The War of My Generation evinces the historian William Appleman Williams's pithy observation that in the United States empire is, and has long been, 'a way of life.'" * The Chronicle of Higher Education *"A compelling study of what it means to grow up in the shadow of 9/11--the War on Terror truly is the war of their generation." -- Beth Bailey * author of America's Army: Making the All-Volunteer Force *"The array of approaches and resources in this well-conceived and original volume will make it the 'go to' book on how the war on terror has shaped a generation." -- Julia L. Mickenberg * Learning from the Left: Children's Literature, the Cold War, & Radical Politics in the United States *"This collection of essays has created a robust discussion of many aspects of how young people may or may not connect with various actions that are part of the war on terror … The War of My Generation engages the reader in the difficult topics related to the relationship of the military and the personal decision of youth." * IRSCL Reviews *"The War of My Generation is, in some ways, a classic American studies volume, combining a range of disciplinary methods, cultural resources, and popular voices to paint a complex picture of US life at a particular historical moment. Readers with an interdisciplinary bent, who are trained to hunt for diversity where there seems uniformity, will find The War of My Generation compelling." * American Literary History Online Review *Table of ContentsAcknowledgments Introduction: “The War of My Generation” Part I Experiences and Attitudes of the 9/11 Generations Chapter 1 Starship Troopers, School Shootings, and September 11: Changing Generational Consciousnesses and 21st Century Youth Chapter 2 Summer, Soldiers, Flags and Memorials: How U.S. Children Learn Nation-Linked Militarism from Holidays Chapter 3 Fighting with Rights and Forging Alliances: Youth Politics in the War on Terror Part II Post-9/11 Militarism in Old and New Media Chapter 4 How to Tell a True War Story . . . for Children: Children’s Literature Addresses Deployment Chapter 5 “What Young Men and Women Do When Their Country Is Attacked”: Interventionist Discourse and the Rewriting of Violence in Adolescent Literature of the Iraq War Chapter 6 Calls of Duty: The World War II Combat Video Game and the Construction of the “Next Great Generation” Chapter 7 Software and Soldier Lifecycles of Recruitment, Training, and Rehabilitation in the Post-9/11 Era Part III Coming of Age Stories and the Representation of Millennial Citizenship During the War on Terror Chapter 8 Coming of Age in 9/11 Fiction: Bildungsroman and Loss of Innocence Chapter 9 “Army Strong”: Mexican American Youth and Military Recruitment in All She Can Part IV Politics and Pedagogy Chapter 10 In This War But Not Of It: Teaching, Memory, and the Futures of Children and War Chapter 11 “Coffins After Coffins”: Screening Wartime Atrocity in the Classroom Afterword: Scholarship on Millennial and Post-Millennial Culture During the War on Terror: A Bibliographic Essay Notes List of Contributors Index

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Book SynopsisExplores how ex-combatants and other post-war youth negotiated a depleted and difficult social and cultural landscape in the years following Liberia's fourteen-year bloody civil war. Unlike others who study child soldiers, Abby Hardgrove's ethnography looks at both former combatants and also the youth who were not recruited to fight.Trade Review"Hardgrove's careful ethnography of post-war Liberia succeeds at one of anthropology's core missions: she undermines the stereotypes and easy answers standing in the way of true understanding and meaningful engagement." -- Danny Hoffman * author of The War Machines: Young Men and Violence in Sierra Leone and Liberia *"Life after Guns is a much needed study about excombatant and other youth in the Liberian post-war reality. Hardgrove takes us beyond previous studies of excombatant youth only, showing the importance of a broader generational and relational perspective on both conflict and post-conflicts." -- Mats Utas * editor of African Conflicts and Informal Power: Big Men and Networks *Table of ContentsAcknowledgmentsList of Acronyms 1 Introduction2 A History of Violence3 Reciprocity, Respect, and Becoming “Established”4 Street Youth: Life on the Periphery5 Life in Armed Groups6 Life after Guns: Reintegration as Social Process7 Conclusion: On Dominance and Discourse ReferencesIndex

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Book SynopsisBrings together insights from Cold War culture studies, girls' studies, and the history of gender and militarization to shed new light on how age and gender work together to form categories of citizenship. Jennifer Helgren argues that a new internationalist girl citizenship took root in the country in the years following World War II in youth organizations and magazines like Seventeen.Trade Review"Helgren addresses a missing chapter in the history of American girlhood: their roles as productive citizens in the postwar United States. This is a welcome and well-researched study that shows how girls worked to build a peaceful, outward looking, and internationalist citizenship befitting a nation seeking to reestablish ties with its former enemies." -- Rachel Devlin * author of Relative Intimacy: Fathers, Adolescent Daughters, and Postwar American Culture *"Drawing on extensive historical evidence created by girls, Helgren cogently demonstrates that despite being stereotyped as 'frivolous,' pre-adolescent and teenage girls contributed to post-World War II efforts to create friendly, peaceful international relationships while also promoting U.S. global leadership in the early Cold War. This book is a valuable contribution to histories of childhood and youth, gender, U.S. foreign relations, and peace activism." -- Donna Alvah * author of 'Unofficial Ambassadors': American Military Families Overseas and the Cold War, 1946-1965 *"Helgren's study provides a fresh examination of cultural diplomacy in the early Cold War years by demonstrating how American girls and their organizations advanced U.S. foreign policy. [The book] skillfully connects an impressive level of primary research to the scholarship on childhood, gender, and international relations." * Peace & Change *"In this exceptional study of mid-twentieth-century youth culture, Helgren provides an insightful and engaging perspective of postwar girlhood and the literature that influenced it." * Children's Literature Association Quarterly *"Helgren’s study adds a new and important perspective to conversations on citizenship, internationalism, and gender in the early Cold War era." * American Historical Review *"In a world where people are divided and marginalized, Helgren’s work offers valuable lessons about the important roles that girl citizens can teach Americans today about global cooperation and mutual understanding." * Journal for the History of Childhood and Youth *"American Girls and Global Responsibility is part of a growing body of literature that explores how the constructions of childhood and the actions of young people intersect with histories of war, peace work, and international relations. Much like the youth who collected scrap metal and weeded family victory gardens did their bit during the world wars, a shared spirit of youth was inspired (and required) to do their part, this time in the battle for winning hearts and minds." * Journal of American Studies *Table of ContentsAcknowledgments Introduction1. “What Kind of World Do You Want?”: Preparing Girls for Peace and Tolerance in the Atomic Age2. “Hello, World, Let’s Get Together”: Building Global Conversations through Pen Pals and Care Packages3. “Famous for Its Cherry Blossoms”: Reimagining Japan and Germany in the Postwar Period4. “Playing Foreign Shopper”: Consuming Internationalism5. “We Hand the Communists Powerful Propaganda Weapons to Use against Us”: Defending Global Citizenship during the Post–World War II Red ScareEpilogue: The Watchers of the Skies NotesIndex

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Book SynopsisHistorian A. R. Ruis explores the origins of American school meal initiatives to explain why it has been so difficult to establish meal programs that satisfy the often competing interests of children, parents, schools, health authorities, politicians, and the food industry. Trade Review?"Exceedingly well-written, Eating to Learn, Learning to Eat is an excellent piece of scholarship that fills an important gap in the literature on school lunches." -- Ian Mosby * author of Food Will Win the War *"A valuable, engaging volume for anyone interested in the interconnected histories of scientific research and US policy. Eating to Learn, Learning to Eat is an important historical work that is relevant to many contemporary policy debates around health, education, poverty, and nutrition." -- Deborah Levine * Providence College *"Over the course of about 70 years, school lunches grew from local experiments to a federal entitlement. Eating to Learn, Learning to Eat charts this process masterfully, in fascinating detail. Ruis dissects broad historical movements and events, including first-person accounts that anchor matters of policy in tangible reality." * The Lancet *"Chronicling in rich detail the origins, composition and challenges these early school food programmes faced, Ruis offers a history that deepens our understanding of mid-century federal legislation and informs present day policy decisions." * Social History of Medicine *"Eating to Learn, Learning to Eat succeeds in bringing a larger historical perspective to the problems of today’s school lunches. By reaching back to the Progressive Era, Ruis reveals a history that rhymes with our own state of affairs." * Nursing Clio *"In Eating to Learn, Learning to Eat, A. R. Ruis, a historian of medicine and public health and an education researcher at the University of Wisconsin–Madison, provides a thorough overview of the history of school lunch policy." * Health Affairs *"This is a deeply researched, well-written book, which provides a compelling and nuanced historical perspective on current debates about school lunch. By doing so, it illuminates broader historical (and contemporary) social and political questions, such as the responsibilities of government, the separation of the public and the private realm, and the moral imperatives constituted by want." * The Journal of the History of Medicine and Allied Sciences *"This book fills a gap in the literature on school lunch by exploring three models for lunch programs that predate the 1946 establishment of the National School Lunch Program (NSLP)." * The Bulletin of the History of Medicine *"A worthwhile and engaging read that is a meaningful addition to the literature." * The Journal of the History of Childhood and Youth *"Eating to Learn, Learning to Eat is a worthwhile and engaging read that is a meaningful addition to the literature." * Journal of the History of Childhood and Youth *"Exceedingly well-written, Eating to Learn, Learning to Eat is an excellent piece of scholarship that fills an important gap in the literature on school lunches." -- Ian Mosby * author of Food Will Win the War *"A valuable, engaging volume for anyone interested in the interconnected histories of scientific research and US policy. Eating to Learn, Learning to Eat is an important historical work that is relevant to many contemporary policy debates around health, education, poverty, and nutrition." -- Deborah Levine * Providence College *"Over the course of about 70 years, school lunches grew from local experiments to a federal entitlement. Eating to Learn, Learning to Eat charts this process masterfully, in fascinating detail. Ruis dissects broad historical movements and events, including first-person accounts that anchor matters of policy in tangible reality." * The Lancet *"Chronicling in rich detail the origins, composition and challenges these early school food programmes faced, Ruis offers a history that deepens our understanding of mid-century federal legislation and informs present day policy decisions." * Social History of Medicine *"Eating to Learn, Learning to Eat succeeds in bringing a larger historical perspective to the problems of today’s school lunches. By reaching back to the Progressive Era, Ruis reveals a history that rhymes with our own state of affairs." * Nursing Clio *"In Eating to Learn, Learning to Eat, A. R. Ruis, a historian of medicine and public health and an education researcher at the University of Wisconsin–Madison, provides a thorough overview of the history of school lunch policy." * Health Affairs *"This is a deeply researched, well-written book, which provides a compelling and nuanced historical perspective on current debates about school lunch. By doing so, it illuminates broader historical (and contemporary) social and political questions, such as the responsibilities of government, the separation of the public and the private realm, and the moral imperatives constituted by want." * The Journal of the History of Medicine and Allied Sciences *"This book fills a gap in the literature on school lunch by exploring three models for lunch programs that predate the 1946 establishment of the National School Lunch Program (NSLP)." * The Bulletin of the History of Medicine *"A worthwhile and engaging read that is a meaningful addition to the literature." * The Journal of the History of Childhood and Youth *"Eating to Learn, Learning to Eat is a worthwhile and engaging read that is a meaningful addition to the literature." * Journal of the History of Childhood and Youth *Table of ContentsList of Abbreviations Introduction1 “The Old-Fashioned Lunch Box . . . Seems Likely to Be Extinct”: The Promise of School Meals in the United States2 (Il)Legal Lunches: School Meals in Chicago3 Menus for the Melting Pot: School Meals in New York City4 Food for the Farm Belt: School Meals in Rural America5 “A Nation Ill-Housed, Ill-Clad, Ill-Nourished”: School Meals under Federal Relief Programs6 From Aid to Entitlement: Creation of the National School Lunch Program EpilogueAcknowledgmentsNotesIndex

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Book SynopsisIncreasingly, educational researchers and policy-makers are finding that extracurricular programmes make a major difference in the lives of disadvantaged youth. Why Afterschool Matters closely follows ten Mexican American students who attended the same extracurricular programme in California, then chronicles its long-term effects on their lives, from eighth grade to early adulthood.Trade Review"Professor Nelson has written a valuable and unique contribution to the growing literature on the impact of out-of-school-time programs on the development of youth. Impressive and engaging, Why Afterschool Matters is a timely and important work." -- Richard M. Lerner * Bergstrom Chair and Director, Institute for Applied Research in Youth Development, Tufts University *"Why Afterschool Matters is a critical reminder to account for the structural conditions that shape the lived realities of youths in order to avoid reifying the myth that everyone can access higher education, if they simply work hard." * American Journal of Sociology *Table of ContentsPreface: Why Does College Matter? Acknowledgments 1 Extracurricular Activities and Pathways to College 2 Theorizing Educational Success and Failure 3 Auxiliary Influence: “It Was Fun . . . But I Don’t Remember Much” 4 Distinguishable Influence: “It Helped Me Find My Way . . .” 5 Transformative Influence: “It Changed My Whole Life!” 6 The Differential Role of Extracurricular Activity Participation Appendix A: Student Characteristics Appendix B: Methodological Reflections References Index

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Book SynopsisIncreasingly, educational researchers and policy-makers are finding that extracurricular programmes make a major difference in the lives of disadvantaged youth. Why Afterschool Matters closely follows ten Mexican American students who attended the same extracurricular programme in California, then chronicles its long-term effects on their lives, from eighth grade to early adulthood.Trade Review"Professor Nelson has written a valuable and unique contribution to the growing literature on the impact of out-of-school-time programs on the development of youth. Impressive and engaging, Why Afterschool Matters is a timely and important work." -- Richard M. Lerner * Bergstrom Chair and Director, Institute for Applied Research in Youth Development, Tufts University *"Why Afterschool Matters is a critical reminder to account for the structural conditions that shape the lived realities of youths in order to avoid reifying the myth that everyone can access higher education, if they simply work hard." * American Journal of Sociology *Table of ContentsPreface: Why Does College Matter? Acknowledgments 1 Extracurricular Activities and Pathways to College 2 Theorizing Educational Success and Failure 3 Auxiliary Influence: “It Was Fun . . . But I Don’t Remember Much” 4 Distinguishable Influence: “It Helped Me Find My Way . . .” 5 Transformative Influence: “It Changed My Whole Life!” 6 The Differential Role of Extracurricular Activity Participation Appendix A: Student Characteristics Appendix B: Methodological Reflections References Index

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Book SynopsisComplicated Lives focuses on the lives of sixty-five drug-using girls in the juvenile justice system who grew up in families characterized by parental drug use, violence, and child maltreatment. Vera Lopez’s work examines how these relationships with their parents contribute to the girls’ future drug use and involvement in the justice system. Trade Review"Excellent and flawlessly written, Complicated Lives is a crucial piece of work. Lopez brilliantly addresses the complex intersectional and myriad of challenges surrounding these girls, their parents, and the juvenile 'justice' system." -- Joanne Belknap * author of The Invisible Woman: Gender, Crime, and Justice *"Delinquency theory and research has largely ignored criminalized girls and girls of color. For this reason, Complicated Lives fills a huge void. A must read for those who care about girlhood, with all its complexities and challenges, in America." -- Meda Chesney-Lind * co-author of The Female Offender: Girls, Women, and Crime *"Complicated Lives is carefully constructed, using qualitative data and an intersectional lens. Engaging and clear." * Society and Gender *"Complicated Lives provides the groundwork for evidence-based interventions for a population of teenage girls whose needs are often not being met effectively because of funders’ failure to hear the voices of those most affected by adverse conditions in the home, community, and institutional settings. The book deals with some of the most complicated societal issues. Lopez appreciates the larger picture and leads us in a positive direction toward overcoming the myriad of counterproductive forces that impede successful outcomes." * Affilia: Journal of Women and Social Work *Table of ContentsIntroduction 1 Growing Up in a “Dysfunctional” Family 2 Mothers’ Little Helpers 3 Daddy’s Little Girl: Feeling Rejected, Abandoned, and Unloved 4 Looking for Love in All the Wrong Places 5 Doing Drugs: The Good, the Bad, and the Ugly 6 Parents’ Attempts to Intervene on Behalf of Drug-Using Daughters 7 Property of the State: Locked Up, Locked Out, and in Need of Treatment 8 Moving beyond the Individual toward Programmatic, Systemic, and Policy Solutions Appendices Acknowledgments Notes References Index

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Book SynopsisIn the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala's civil war, adolescents at four schools in urban and rural communities learn about their country's history of authoritarianism and develop civic identities within a fragile postwar democracy.Trade Review"A heartbreakingly beautiful narrative account of how students and teachers at four very different Guatemalan secondary schools negotiate the complexities of history and identity. Bellino provides a brilliant model of nuanced inquiry into the vicissitudes of citizenship education for fragile democracies." -- Bradley Levinson * author of Beyond Critique: Exploring Critical Social Theories and Education *"Youth in Postwar Guatemala is a gripping ethnographic portrait of learning to become civic actors in the face of enduring legacies of civil war. It challenges us to re-think basic assumptions about developing democratic citizenship education policies in post-conflict societies." -- Thea Renda Abu El-Haj * author of Unsettled Belonging: Educating Palestinian American Youth after 9/11 *"Quality studies like Bellino’s Youth in Postwar Guatemala enrich and contribute to our understanding of contemporary Guatemala. Those interested in exploring and learning about the country and the region Guatemala will appreciate, benefit from, and enjoy Bellino’s short but deep study." * H-Net *"Rich and reflexive account...a multifaceted narrative. This is thick description at its best, a sensitive and nuanced portrayal of a complex and heart-breaking reality. It is a book which should be read by anyone carrying out research or working in development in Guatemala, especially those with a focus on youth empowerment." * Anthropology in Action *"Youth in Postwar Guatemala is a study that will appeal to those in our eld who are interested in historical memory, youth, citizenship, and anthropological approaches to violence." * Journal on Education in Emergencies *"A heartbreakingly beautiful narrative account of how students and teachers at four very different Guatemalan secondary schools negotiate the complexities of history and identity. Bellino provides a brilliant model of nuanced inquiry into the vicissitudes of citizenship education for fragile democracies." -- Bradley Levinson * author of Beyond Critique: Exploring Critical Social Theories and Education *"Youth in Postwar Guatemala is a gripping ethnographic portrait of learning to become civic actors in the face of enduring legacies of civil war. It challenges us to re-think basic assumptions about developing democratic citizenship education policies in post-conflict societies." -- Thea Renda Abu El-Haj * author of Unsettled Belonging: Educating Palestinian American Youth after 9/11 *"Quality studies like Bellino’s Youth in Postwar Guatemala enrich and contribute to our understanding of contemporary Guatemala. Those interested in exploring and learning about the country and the region Guatemala will appreciate, benefit from, and enjoy Bellino’s short but deep study." * H-Net *"Rich and reflexive account...a multifaceted narrative. This is thick description at its best, a sensitive and nuanced portrayal of a complex and heart-breaking reality. It is a book which should be read by anyone carrying out research or working in development in Guatemala, especially those with a focus on youth empowerment." * Anthropology in Action *"Youth in Postwar Guatemala is a study that will appeal to those in our eld who are interested in historical memory, youth, citizenship, and anthropological approaches to violence." * Journal on Education in Emergencies *Table of Contents1 Citizen, Interrupted 2 Education and Conflict in Guatemala 3 International Academy: The No-Blame Generation and the Post-Postwar 4 Paulo Freire Institute: The All-or-Nothing Generation and the Spiral of the Ongoing Past 5 Sun and Moon: The No-Future Generation and the Struggle to Escape 6 Tzolok Ochoch: The Lucha Generation and the Struggle to Overcome 7 What Stands in the Way 8 Waiting Afterword Acknowledgments Notes References Index

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Book SynopsisIn the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala's civil war, adolescents at four schools in urban and rural communities learn about their country's history of authoritarianism and develop civic identities within a fragile postwar democracy.Trade Review"A heartbreakingly beautiful narrative account of how students and teachers at four very different Guatemalan secondary schools negotiate the complexities of history and identity. Bellino provides a brilliant model of nuanced inquiry into the vicissitudes of citizenship education for fragile democracies." -- Bradley Levinson * author of Beyond Critique: Exploring Critical Social Theories and Education *"Youth in Postwar Guatemala is a gripping ethnographic portrait of learning to become civic actors in the face of enduring legacies of civil war. It challenges us to re-think basic assumptions about developing democratic citizenship education policies in post-conflict societies." -- Thea Renda Abu El-Haj * author of Unsettled Belonging: Educating Palestinian American Youth after 9/11 *"Quality studies like Bellino’s Youth in Postwar Guatemala enrich and contribute to our understanding of contemporary Guatemala. Those interested in exploring and learning about the country and the region Guatemala will appreciate, benefit from, and enjoy Bellino’s short but deep study." * H-Net *"Rich and reflexive account...a multifaceted narrative. This is thick description at its best, a sensitive and nuanced portrayal of a complex and heart-breaking reality. It is a book which should be read by anyone carrying out research or working in development in Guatemala, especially those with a focus on youth empowerment." * Anthropology in Action *"Youth in Postwar Guatemala is a study that will appeal to those in our eld who are interested in historical memory, youth, citizenship, and anthropological approaches to violence." * Journal on Education in Emergencies *"A heartbreakingly beautiful narrative account of how students and teachers at four very different Guatemalan secondary schools negotiate the complexities of history and identity. Bellino provides a brilliant model of nuanced inquiry into the vicissitudes of citizenship education for fragile democracies." -- Bradley Levinson * author of Beyond Critique: Exploring Critical Social Theories and Education *"Youth in Postwar Guatemala is a gripping ethnographic portrait of learning to become civic actors in the face of enduring legacies of civil war. It challenges us to re-think basic assumptions about developing democratic citizenship education policies in post-conflict societies." -- Thea Renda Abu El-Haj * author of Unsettled Belonging: Educating Palestinian American Youth after 9/11 *"Quality studies like Bellino’s Youth in Postwar Guatemala enrich and contribute to our understanding of contemporary Guatemala. Those interested in exploring and learning about the country and the region Guatemala will appreciate, benefit from, and enjoy Bellino’s short but deep study." * H-Net *"Rich and reflexive account...a multifaceted narrative. This is thick description at its best, a sensitive and nuanced portrayal of a complex and heart-breaking reality. It is a book which should be read by anyone carrying out research or working in development in Guatemala, especially those with a focus on youth empowerment." * Anthropology in Action *"Youth in Postwar Guatemala is a study that will appeal to those in our eld who are interested in historical memory, youth, citizenship, and anthropological approaches to violence." * Journal on Education in Emergencies *Table of Contents1 Citizen, Interrupted 2 Education and Conflict in Guatemala 3 International Academy: The No-Blame Generation and the Post-Postwar 4 Paulo Freire Institute: The All-or-Nothing Generation and the Spiral of the Ongoing Past 5 Sun and Moon: The No-Future Generation and the Struggle to Escape 6 Tzolok Ochoch: The Lucha Generation and the Struggle to Overcome 7 What Stands in the Way 8 Waiting Afterword Acknowledgments Notes References Index

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Book SynopsisIn Zambia, due to the rise of TB and the connected HIV epidemic, a large number of children have experienced the illness or death of at least one parent. This study examines how well intentioned practitioners fail to realise that children take on active caregiving roles when their guardians become seriously ill and demonstrates why understanding children's care is crucial for global health policy.Trade Review"Hunleth presents a moving, yet clear-eyed, account of children's hitherto unacknowledged caregiving in the tuberculosis and HIV epidemic. Children as Caregivers is a spectacular demonstration of the vital importance of detailed ethnography for policy development." -- Anthony Simpson * author of Boys to Men in the Shadow of AIDS: Masculinities and HIV Risk in Zambia *"Children as Caregivers offers a very interesting insight on how discourses on prevention, care, and welfare in the context of infectious diseases should not ignore the specific contribution provided by children." * The Lancet *"Children as Caregivers is a rare and timely ethnographic study of childhood and illness. Readers interested in expanding their knowledge of critical global health, infectious disease, and kinship politics will find tremendous value in this book. As a testament to ethnography’s value in the social sciences, Children as Caregivers provides researchers with new, creative methods on how to capture children’s voices and experiences, in all their complexity." * Medical Anthropology Quarterly *"Children's Carework in a Global Pandemic: Anthropology of Childhood and Infectious Disease" interview with Jean Hunleth https://culanth.org/fieldsights/childrens-carework-in-a-global-pandemic-anthropology-of-childhood-and-infectious-disease * AnthroPod *"Hunleth presents a moving, yet clear-eyed, account of children's hitherto unacknowledged caregiving in the tuberculosis and HIV epidemic. Children as Caregivers is a spectacular demonstration of the vital importance of detailed ethnography for policy development." -- Anthony Simpson * author of Boys to Men in the Shadow of AIDS: Masculinities and HIV Risk in Zambia *"Children as Caregivers offers a very interesting insight on how discourses on prevention, care, and welfare in the context of infectious diseases should not ignore the specific contribution provided by children." * The Lancet *"Children as Caregivers is a rare and timely ethnographic study of childhood and illness. Readers interested in expanding their knowledge of critical global health, infectious disease, and kinship politics will find tremendous value in this book. As a testament to ethnography’s value in the social sciences, Children as Caregivers provides researchers with new, creative methods on how to capture children’s voices and experiences, in all their complexity." * Medical Anthropology Quarterly *"Children's Carework in a Global Pandemic: Anthropology of Childhood and Infectious Disease" interview with Jean Hunleth https://culanth.org/fieldsights/childrens-carework-in-a-global-pandemic-anthropology-of-childhood-and-infectious-disease * AnthroPod *Table of Contents Introduction 1. Growing Up in George 2. Residence and Relationships 3. Between Silence and Disclosure 4. Following the Medicine 5. Care by Women and Children 6. Children and Global Health Postscript: Childhood Tuberculosis Notes References Index

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisWhat do we know about how children actually play, especially American children of the last two centuries? This book presents a history of children's play in the United States and ponders what it tells us about ourselves. It provides a chronological history of play in the US from the point of view of children themselves.Trade Review"The tension between how children spend their free time and how adults want them to spend it runs through Chudacoffs book like a yellow line smack down the middle of a highway. His critique is increasingly echoed today by parents, educators and childrens advocates who warn that organized activities, overscheduling and excessive amounts of homework are crowding out free time and constricting childrens imaginations and social skills." * The New York Times *"At a time when childrens play seems under siege, Howard Chudacoffs historythe first of its kindarrives to tell us what we are letting slip away. . . . His history demonstrates that the topic of play is anything but trivial. And by showing us where weve been, he can help us decide where, as a culture, we want to go." * Wilson Quarterly *"This book is a model work of synthesis and a truly enjoyable piece of scholarship." * American Historical Review *"A fascinating and provocative survey. . . . Chudacoff builds up a scathing critique of modern parents’ intrusion in childrens play." * New York Times Book Review *"In this wonderfully polished, scholarly treatment of children and play from Colonial times to the present, Chudacoff uses excellent historical methodology and perceptive psychological insights, putting primary sources to good use, as he presents an illustrated, chronological history of children at play from ages six to 12." * Library Journal *Table of ContentsAcknowledgmentsPreface Introduction 1 Childhood and Play in Early America, 1600-18002 The Attempt to Domesticate Childhood and Play, 1800-1850 3 The Stuff of Childhood, 1850-19004 The Invasion of Children's Play Culture, 1900-1950 5 The Golden Age of Unstructured Play, 1900-1950 6 The Commercialization and Co-optation of Children's Play, 1950 to the Present 7 Children's Play Goes Underground, 1950 to the Present ConclusionNotes Index About the Author

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Book SynopsisFocuses on the impact of globalization on children's lives, both in the United States and on the world stage. This work examines children as both creators of culture and objects of cultural concern in America, evident in the strange contemporary fear of and fascination with child abduction, child murder, and parental kidnapping.Trade Review"With rigor and clarity, Fass is able to draw fascinating conclusions...Indeed, readers familiar with Fass's previous work will recognize her lucid, foreful, and engaging prose style..." -- William S. Bush * Journal of American Ethnic History *"In this remarkable volume, Paula S. Fass, a pioneer and pace-setter in the burgeoning field of children's history, demonstrates that a knowledge of history is essential to understanding contemporary controversies over child protection, the commercialization of childhood, multiculturalism in public schools, and the impact of globalization." -- Steven Mintz,author of Hucks Raft: A History of American Childhood"Thought-provoking" * Choice *Table of ContentsAcknowledgmentsIntroduction: Children in Society, Culture, and the WorldPart I: Children in SocietyIntroduction to Part I 1 Immigration and Education in the United States 2 The IQ: A Cultural and Historical Framework 3 Creating New Identities: Youth and Ethnicity in New York City High Schools in the 1930s and 1940sPart II: Children in CultureIntroduction to Part II 4 Making and Remaking an Event: The Leopold and Loeb Case in American Culture5 A Sign of Family Disorder? Changing Representations of Parental Kidnapping6 Bringing It Home: Children, Technology, and Family in the Post-World War II WorldPart III: Children of a New Global WorldIntroduction to Part III 7 Children and Globalization 8 Children in Global Migrations 9 Children of a New World Index About the Author

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Book SynopsisAn innovative analysis of children's picture books from the interwar period in America.Trade Review"'Deeply researched and richly illustrated, Suspended Animation foregrounds the crucial and contentious role of the children’s picture book in a conflicted twentieth century. It highlights the tug of nostalgic innocence against the complexities of industrialism, war, gender, and battles for ideological domination—with the stakes nothing less than actions and beliefs of the generation(s) of the future." —Cecelia Tichi, Vanderbilt University"Lavishly illustrated, this panorama of picture books from the 1920s and ‘30s opens an expanse of brilliantly executed visual narratives that set the context for some of the most cherished landmarks of American childhood, from Millions of Cats to Mike Mulligan and his Steam Shovel. Much of the material we encounter in this book springs from a modernist New York between the wars, where experiments in drama, design, or dada had an impact on the design of picture books. Nathalie op de Beeck’s extended readings make us eager to explore the energetic, droll, technologically innovative texts for ourselves." —Margaret R. Higonnet, University of ConnecticutTable of ContentsContents Acknowledgments Introduction 1. Here and Now Fairy Tales 2. Picture Book Ethnography: Representing the Other in Picture Books and Illustrated Texts 3. Sentient Machines: Lonesome Locomotives and the Mechanized Modern Body 4. Murals in Miniature: Regionalism, Labor, and Obsolescence Postscript: The Picture Book After 1942 Notes Index

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Book SynopsisTrade Review"At a time when the news media is again concerned about a crisis in American creativity, schools are cutting funding for arts education, major foundations are modeling ways that students and teachers might ‘play’ with new media, and museums worry about declining youth attendance, Designing the Creative Child makes an important intervention, reminding us that these debates build upon a much longer history of efforts to support and enhance the creative development of American youth. I admire this fascinating, multidisciplinary account which couples close attention to the design of everyday cultural materials with an awareness of the debates in educational theory, public policy, children’s literature, and abstract art which informed them." —Henry Jenkins, Editor, The Children's Culture Reader"Amy Ogata’s Designing the Creative Child is an exceptionally interesting book on the development of both child psychology and playthings in America during the baby boom years following World War II. A delightfully educational book."—Life Long Dewey (blog)"Amy Ogata . . . argues that American worries about conformity—as well as the nation’s Cold War rivalry with the totalitarian Soviet Union—persuaded parents that their children’s creative impulses could, and should, be encouraged."—Boston Globe"This well-researched and clearly written history of the responses of designers and architects to advice from psychologists on ways to encourage creativity in young children in Cold War America is a welcome addition to cultural history, architectural and design history, the study of material culture, and child psychology. [Ogata’s] broad knowledge of art and architecture contributes to the success of her foray into the history of toys, playrooms, playgrounds, schoolrooms, and children’s museums."—Journal of American History"An insightful investigation into the development and marketing of objects and spaces for children aimed at satisfying parental desires to promote creativity in the children of mid-century America."—Art Libraries Society of North America"Featuring extensive illustrations of toy advertisements, product designs, and blueprints, this highly informative book has an extensive bibliography and notes."—CHOICE"Designing the Creative Child is a valuable and inspiring resource for scholars and professionals in child related research."—The Architect’s Newspaper"Ogata’s book is well researched, well written, and beautifully illustrated—and truly innovative in its depiction of how a generation of toy designers, architects, and museum curators gave shape to their faith in youthful creativity."—American Journal of Play"Lucid and engaging, Ogata’s assiduously researched study sheds a much-needed light on its origins and development and contributes significantly to our understanding of everyday design in the dynamics of postwar cultural change."—Buildings & Landscapes"Ogata brings her research together in an exciting way by examining childhood creativity as an idealized attribute developed in the multi-faceted dimensionality of material culture—from television programming and toy design to suburan homes, school buildings and museum exhibition design. The book is richly illustrated and is in conversation with other multi-disciplinary books that address aspects of the post-war era, consumerism, architecture, suburbia and school design."—Journal of Design History"This study offers us innovative ways of understanding efforts to shape childhood that we might consider adopting more fully."—Journal of the History of Childhood and Youth"A tight, timely study."—Art Review"An important contribution."—Winterthur Portfolio"Beautifully illustrated and superbly written."—Daniella On DesignTable of ContentsContentsIntroduction: Object Lessons1. Constructing Creativity in Postwar America2. Educational Toys and Creative Playthings3. Creative Living at Home4. Building Creativity in Postwar Schools5. Learning Imagination in Art and ScienceEpilogue: The Legacy of Consuming CreativityAcknowledgmentsNotesBibliographyIndex

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Book SynopsisTrade Review "Katharine Capshaw’s new study—intersecting photography, children’s literature, and the civil rights movement—is a rich and strikingly original addition to the growing scholarship on African American childhood. Many scholars will appreciate and be indebted to this important work." —Gerald Early, Washington University in St. Louis "Capshaw’s analysis and contextualization of the works in question break entirely new ground, offering original ways of thinking about how the photographic book operated as a medium particularly suited to African-American authors, child readers, and messages about civil rights." —Julia Mickenberg, University of Texas at Austin"This is an important and engaging book that offers one of the few extended discussions of depictions of black childhood. "—International Review of Children’s Literature"Civil Rights Childhood will no doubt be an influential text in our understanding of the visual representations of black childhood now and in our future."—MELUS"A fascinating, well-conceived and empirically rich study."—Visual Studies"To read Capshaw is. . . to receive a lesson on the cultural importance and responsibility of literary scholarship. Civil Rights Childhood not only advances our scholarly understanding of the politics of childhood, but also enables readers to better contextualize so many of the images and injustices we continue to encounter."—International Research Society for Children’s Literature"Deeply researched and engagingly written."—Journal of the History of Childhood and Youth"Civil Rights Childhood is notable for its steadfast and vocal commitment to its political project. Capshaw’s continual engagement with the real implications of the work she analyzes and also of her own would make this book a useful one to use in the classroom."—CAA Reviews"Impeccably researched. Capshaw does some incredibly impressive literary recovery work, shedding light on texts completely unfamiliar to many contemporary scholars of either children’s literature or African American studies."—Children’s Literature Association QuarterlyTable of ContentsContentsIntroduction1. Friendship, Sympathy, Social Change2. Pictures and Nonfiction: Conduct and Coffee Tables3. Today: Framing Freedom in Mississippi4. The Black Arts Movement: Childhood as Liberatory Process5. Blurring the Childhood Image: Representations of the Civil Rights NarrativeConclusion: A Text for TrayvonAcknowledgmentsNotesBibliographyIndex

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Book SynopsisSignificant numbers of the people enslaved throughout world history have been children. The vast literature on slavery has grown to include most of the history of this ubiquitous practice, but nearly all of it concentrates on the adult males whose strong bodies and laboring capacities preoccupied the masters of the modern Americas.Trade Review“This anthology epitomized the strengths of the new history of slavery: a world-wide perspective that cuts across time and space … and an emphasis on the actual experience of enslavement and on enslaved peoples as active agents with their own distinct voices.”“The new history of slavery has begun to excavate women’s experiences and unpack the gendered nature of enslavement, but Campbell et al. offer the first focus on children, a focus that clearly resonates with international concern about child labor and child sexual abuse in the world today…. This is a path-breaking collection….” * Enterprise & Society *“The aims of (Children in Slavery Through the Ages’s) editors—to uncover the reasons for the purchase of slave children; and to illustrate their experiences—are amply fulfilled…. What is particularly illuminating about these essays is their potential to inform the study of children in contemporary forms of slavery, where here too, poverty is a central feature, deceit is widespread, and children are perceived as more submissive and easier to control.” * Reviews in History *“This excellent collection of studies on children in slavery leaves one looking forward to the second volume, which one hopes will provide a broader discussion of what the study of enslaved children can tell us about slavery (and childhood) more generally.” * Africa: Journal of the IAI *

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