Sociology of Children and Childhood

A pesquisa tem como objetivo identificar as espaço-temporalidades pós-escolares de crianças-estudantes do 3º ano do Ensino Fundamental de duas instituições, pública e privada, localizadas no município de Niterói/RJ. Neste estudo, sob a inspiração da célebre obra de Florestan Fernandes – “As ´trocinhas´ do Bom Retiro”, procurou-se descortinar a dimensão geográfica existente nas práticas infantis que incluem espaços e experiências por elas vivenciados em contextos situados após o horário escolar nos dias de hoje. Os espaços cotidianos das crianças devem ser entendidos a partir dos significados de suas apropriações, encarando-as como sujeitos ativos e produtores de
cultura, cujas subjetividades são passíveis de serem interpretadas pela perspectiva histórico-cultural de L. Vigotski. Considerando as significativas contribuições da teoria histórico-cultural para esta pesquisa; o conceito de “vivência”, encerra em seu significado, a questão do meio, este que é assumido como espaço geográfico, em que
criança e meio se relacionam de modo indivisível, confirmado pelos postulados da ciência geográfica que entende o espaço como dimensão do humano. Neste tocante, a pesquisa qualitativa e interpretativa, de cunho etnográfico, teve papel relevante, como forma de melhor compreender as vivências infantis, após o tempo social da escola, na contemporaneidade. A interpretação dos dados de campo possibilitou a
partir dos aspectos observados nas vivências diárias das crianças, a descrição de algumas categorias de análise que, por fim, provocam indagações sobre se as crianças não estariam vivenciando as “novas trocinhas” na contemporaneidade.

Nyelv, ideológia és média-Szeged, 2019. október 4-5 Előadásomban a transz* gyerekek vlogolásával foglalkozom, és ennek diszkurzív hátterével; egy transz* vloggert fogok részletesen bemutatni. (A vlogger kifejezés a vlog-ból származik, ami videós blogra utal. A vlogger tehát videó bloggert jelent. Ez egy rendkívül archaikusan ható szóösszetétel, de valójában egy menő kortárs gyakorlatról van szó.) A vlogolás a legszervezettebb formában a YouTube-on történik, de szinte minden közösségi médiafelület ad lehetőséget videók feltöltésére. A vlogging olyan mediatizált, technologizált gyakorlat, mely egyszerre intim és nyilvános: Tobias Raun meghatározása szerint "a vlogokban megkísérlünk kapcsolatot teremteni vizuális szelfünkkel, önreflexiót végzünk, és látjuk, ahogy a szelf átkel a Másik tekintetén." (2014, 4) A következőkben arra keresem a választ, hogy mi a jelentősége a transz* gyerekek videóblogolásának, különös tekintettel a gyerekkorról alkotott elképzelések mobilizálására. A transz* gyerek, ill. transz* fiatal többszörösen meghatározott társadalmi kategóriák; a velük kapcsolatos értékítéletek egyszerre specifikusak és tükrözik a gyerekeket övező általános társadalmi ambivalenciát. Előadásom első két részében ezért a gyerekekkel kapcsolatos elméleti megközelítésekkel foglalkozom. Az előadás harmadik részében, megfelelve a YouTube imperatívusznak, miszerint a felhasználó a média, átadom a szót-már amennyire ezen keretek között lehetséges-Emma Dandelionnak, egy magyar transz* vloggernek.

Jazz music in children's television communicates complex and subversive messages about the constructed notion of the child. As a musical and visual style, jazz has the potential to create a semiotic space for young viewers to explore a range of issues in ways not possible by more widely used genres of music for children. Whether as soundtrack, theme song or live performance on children's television, jazz music provides the opportunity for resistant readings that undermine the very construction of childhood. I examine the use of jazz in early Hollywood cartoons and in the Hanna-Barbera productions of the early 1960s (The Flintstones, The Jetsons, Yogi-Bear and Top Cat) in order to explain how sub-genres of jazz were used to signify age, social status, race and gender. This is followed by a discussion of jazz on Sesame Street and The Muppet Show and how it has been used in didactic, instructional and progressive educational programming, often strategically for its connotations of race and sexuality. I argue that jazz in children's television offers a forum in which often-complex and contradictory issues of adulthood can be accessed, contextualised and negotiated by the child. The experience that jazz represents negates innocence, the main defining quality of Western childhood. However, as an abstract artform, jazz on television captures the fluidity of childhood and challenges the puritanical and Romantic foundations of its white hetero-normative construction.

https://journals.equinoxpub.com/index.php/JAZZ/article/view/35572

El objetivo de este artículo es realizar una revisión teórica del concepto de agencia dentro del campo de las ciencias sociales y la sociología, en general y en los estudios de infancia, en particular. Para ello, se exploran los fundamentos teóricos propuestos por Anthony Giddens, los cuales han sido ampliamente utilizados en este campo, pero también se observan los planteamientos de Pierre Bourdieu y Amartya Sen. Luego, se expone cómo ha sido comprendida la agencia en la sociología de la infancia, a través de los aportes de Berry Mayall y Leena Alanen. Por último, se analiza cómo se podría aplicar el concepto de agencia de las niñas y los niños en diversos procesos sociales en los cuales se ven involucrados, como la socialización, el plano moral y la participación social. Se concluye que el concepto de agencia aún está en fase de consolidarse a nivel teórico dentro de las ciencias sociales y los estudios de infancia, no obstante, el concepto resulta útil y pertinente para definir y comprender la acción social que desarrollan las niñas y los niños en el mundo actual.

الأطفال هم الثروة الحقيقية للأمة، وهم مستقبل البشرية، ومصدر قوتها الحقيقي، واستمرار مسيرتها نحو عمارة الكون، والقيام بواجب استخلاف الإنسان لله عز وجل، بالحق والعدل والخير، وقد وجه الإسلام الإنسان إلي ضروريات خمس هي : حفظ الدين، وحفظ النفس، وحفظ النسل، وحفظ العقل، وحفظ المال، ، ومن هنا جاء حرص الإسلام على النسل للمحافظة على كيان المجتمع وبقائه .
وقد اهتم الإسلام بالأطفال ورغب في إنجابهم وأسس لهم أحكاماً تنظم حياتهم وتوفر لهم الأمن والرعاية والحماية والحياة الكريمة مع أسرهم.
وللمجتمع الإنساني عدة محاولات من أجل حماية الطفل والدفاع عن حقوقه من خلال العديد من الاتفاقيات والوثائق الدولية والإقليمية والمحلية، خاصة مع انتشار الصراعات المسلحة والحروب والاحتلال، مما عرض الأطفال وذويهم للقتل والتشريد وغير ذلك من الانتهاكات اللا إنسانية التي يتعرض لها الأطفال.
وقد حملت اللجنة الإسلامية العالمية للمرأة والطفل التابعة للمجلس الإسلامي العالمي للدعوة والاغاثة على عاتقها مهمة دراسة تلك الوثائق الدولية، بالاستعانة بالعلماء المتخصصين، بهدف الوقوف على مدى تطابقها او تعارضها مع الشريعة الإسلامية، باعتبارها المصدر الرئيسي للتشريع في البلاد الإسلامية. ونورد في بحثنا هذا الأوجه الايجابية وأيضا السلبية في تلك الوثائق، مع التركيز خطورة هذه الأوجه السلبية على  مجتمعاتنا، مما شكل ضرورة ودافعا ملحّا إلى إصدار "ميثاق الطفل في الإسلام" كأول ميثاق إسلامي يتناول حقوق الطفل وواجباته، مستقاً من الشريعة الإسلامية الغراء.
وينقسم البحث الى قسمين:
• القسم الأول:
    الجهود الدولية الخاصة بالطفل
- ايجابيات الوثائق الدولية
- بعض الإشكاليات الواردة بالوثائق الدولية
• القسم الثاني:
      تجربة اللجنة الإسلامية العالمية للمرأة والطفل "ميثاق الطفل في الإسلام"
- أهمية الميثاق
- مراحل عمله
- هيكلة الميثاق
• التوصيات

In this paper we argue that the non-human plays a vital role within networks of care. We do this through a consideration of the forms of work done by baby things in the giving and receiving of young-child care. We extend existing understandings of human-nonhuman relations by arguing that beyond the work of warming babies' bodies and providing comfort, baby things function within care assemblages as both a means and a metric of parental care. Within the consumption literature, the work of home provisioning (typically undertaken by mothers) has been cast as an expression of love for others. We build on this by exploring the forms of participation and " caring capacities " of matter itself – objects such as blankets, soft-toys and pacifiers-in the caring-for of babies and young children. We attend to the flows and stoppages of baby things across networks of early childhood caregiving to consider what these patterns of movement suggest about how such artefacts participate within relations of care, and how they are used as a means to reflect on the care practices of others. Analysis is based on 30 interviews with mothers and ethnographic and survey work at 14 children's clothing exchanges in different parts of England and Scotland. Drawing on scholarship from the New Materialism as well as Mary Douglas's conceptual work on dirt and cleanliness, 1 we advance conceptual work within and beyond Cultural Geography by arguing that analytical attention to the role of the more than human leads to richer and more nuanced understandings of how care relations work.

The notion of intersectionality is now used in many fields in sociological research in France. My paper first focuses on the way the notion of intersectionality was received in France in the early 2000s and how it was used; the second is a presentation of a study on the transition from childhood to adolescence  that a team of researchers including myself carried out and during which we noted instances of intersectionality at play.

1. §AEt vÊn ®Ò Cã mét mèi liªn hÖ chAEt chÏ gi÷a suy dinh dưìng (SDD) vµ tiÒm n¨ng ph¸t triÓn kinh tÕ, x· héi cña tõng c¸nh©nc¸nh©n còng như toµn bé d©n sè Nghiªn cøu Gia ®×nh vµ Giíi Sè 1-2015 C¸c yÕu tè ¶nh hưëng ®Õn t×nh tr¹ng suy dinh dưìng chiÒu cao theo tuaei cña trÎ em dưíi 5 tuaei Tãm t¾t: Suy dinh dưìng cã t¸c ®éng tiªu cùc ®Õn sù ph¸t triÓn vÒ thÓ chÊt vµ trÝ lùc cña trÎ em, lµ mét trong nh÷ng nguyªn nh©n hµng ®Çu g©y ra tö vong trÎ em. Dùa vµo sè liÖu §iÒu tra ®¸nh giç¸c môc tiªu vÒ trÎ em vµ phô n÷ ViÖt Nam lÇn thø 4 (MICS 4) n¨m 2011, bµi viÕt tËp trung ph©n tÝch c¸c yÕu tè t¸c ®éng ®Õn t×nh tr¹ng suy dinh dưìng chiÒu cao theo tuaei cña trÎ em, lµ mét chØ sè quan träng ph ¶n¸nh¶n¸nh t×nh tr¹ng suy dinh dưìng kinh niªn do kh«ng cã ®ñ chÊt dinh dưìng phï hîp hoAEc do kh«ng ®ưîc ch¨m sãc trong thêi gian dµi. KÕt qu ¶ ph©n tÝch cho thÊy yÕu tè giíi tÝnh kh«ng cã ¶nh hưëng nhưng tuaei, thµnh phÇn d©n téc cã mèi quan hÖ chAEt chÏ víi t×nh tr¹ng suy dinh dưìng chiÒu cao theo tuaei cña trÎ em. C¸c yÕu tè như tuaei vµ häc vÊn cña ngưêi mÑ cµng cao, møc sèng gia ®×nh cao h¬n hoAEc tû sè phô thuéc cµng nhá, vµ cư tró ë khu vùc thµnh thÞ th× trÎ em cã kh ¶ n¨ng suy dinh dưìng thÊp h¬n. Tõ khãa: TrÎ em; Søc kháe trÎ em; Ch¨m sãc søc kháe trÎ em; Suy dinh dưìng.

Expressions of interest:
Please email an abstract of 500-800 words (including key references) and a short bio of each
author to guest editors by January 28, 2020 at artintimesofcrisis@gmail.com

https://journals.sagepub.com/pb-assets/Children%E2%80%99s%20Art%20in%20times%20of%20Crisis.pdf?fbclid=IwAR3QYvm0G4VJLLX3Kqpc8-GNThqGke0E1924JUpVMo3AeMlHh5C4N0U4fhM

This special issue of Global Studies of Childhood focuses on children's art and its relation to social crises. Child Studies scholars, psychologists, educators, clinicians, and curators have long held that making art helps children process and socialize difficult experience. This special issue explores the affective, aesthetic, emotional, social, and political processes involved in the making and sharing of art, placing emphasis on the potential for art to offer insight into the circumstances, consequences, and urgencies of crisis. We aim to bring together articles that address children's use of art to process, symbolize, and communicate their experiences and histories of migration, war, surveillance, social crises, political turmoil, and survival. David Marshall has written extensively about the relationship between trauma, aesthetic expression, and politics in Palestine. For Ruth Nicole Brown, "the desire to play with movement, sound, images, and words against the assumable or knowable figure of the Black girl is very much a part of her creative process". i Glynis Clacherty and Diane Welvering's "The Suitcase Project" has used art therapy and storytelling to offer psychosocial support to refugee children in South Africa. In Lives Turned Upside Down: Homeless Children in Their Own Words and Photographs, Jim Hubbard archives images made by children ages nine to twelve, that reflect their experiences with homelessness and life in shelters. Taken together, this body of work demonstrates the power of arts-based approaches to working with children. Children's art has been mobilized by a range of actors as testimony to racism, war, apartheid, abuse, resilience, and optimism, and when taken seriously, raises inquiry into its meaning, narrative, and interpretation.

We aim to solicit an interdisciplinary collection of articles produced from a range of fields that share an investment in bridging child studies, art/aesthetics, politics, and pedagogy. Children's art harnesses considerable affective power and as a result is and has been historically mobilized and reproduced by non-profit and political organizations for fundraising purposes, PR maneuvers, and neo-liberal campaigns. Its affective capacities, though, can also galvanize its audiences towards new ethical feelings about and responses to injustice. In asking how making, curating, and witnessing children's art helps to register children's agency, we seek articles that open up new lines of inquiry for child studies. Because, as Robin Bernstein, Julian Gill-Peterson, Erica Meiners, Rebekah Sheldon, and Kathryn Bond Stockton have rightly shown, discourses of innocence can impact children's subject formation, making art can remind others of their complexity. The editors encourage the submission of work that engages childhood in relation to race, citizenship, disability, ethnicity, gender, sexuality, and class.

This article examines how working children understand the morality of child labor. Drawing on interviews with children in Bolivia and Ecuador, I find that children call child labor moral when it helps them manage their social ties. Working children do not think of themselves as individuals needing care (per international organizations like the International Labor Organization) or as a cultural group needing recognition (per the "working children's movements"). Rather, children describe themselves as morally upright members of intimate networks. I conclude by introducing the concept of relational dignity.

Chapter Abstract: In this chapter, I offer a testimonio, narrative construction of my experiences in New York City public schools as a student, a consultant, and a researcher into one cohesive account. The testimonio is a narrative method deeply rooted in critical Latina feminist pedagogical scholarship. Blackmeyer-Reyes and Rodriguez (2012 p.363) describe testimonios as "first-person oral or written account, drawing on experiential, self-conscious, narrative practice to articulate an urgent voicing of something to which one bears witness. The objective of the testimonio is to bring to light a wrong, a point of view, or an urgent call for action...the testimonio is intentional and political)." Testimonios do not intend to offer an unbiased perspective and pursue social justice by countering dominant narratives through the act of storytelling. Bernal, Murciaga, & Carmona (2012 p.527) write, "from these endeavors come documents, memories, and oral histories that can be used to recast and challenge pervasive theories, policies, and explanations about educational failure as a problem, not of individuals, but of systemic, institutionalized practices of oppression."
This testimonio explores how school practices and SBMH approaches fit within a neoliberal economic and educational context that limits public resources, that disadvantages children, and especially marginalizes poor Black and Latin@ children. Neoliberal ideology posits that market-driven strategies are the key to innovation and improving the human condition. This set of ideas presumes that choice, competition, individualism, and privatization of public goods, engender motivation and efficiency. Arguably, neoliberalism has deepened inequality, weakened the welfare state, and increasingly relied on surveillance and management of problems (Foucault 1991; Piven 2014). In education, this has meant reduced spending for public schools, increased competition for funding, harsh accountability measures and rigid practices aiming to improve student outcomes (Ravitch 2011;2013). For SBMH practitioners, this has meant promoting child well-being in a context that narrowly focuses on risk-identification, categorization, and management. For poor children of color, this has meant negotiating inequality and disempowerment in schools and being labeled as the problem. My hope is to continue to encourage a different way of thinking about children, contextualizing their overall experiences, beyond labels and categorization. In so doing, I ultimately want to encourage moving away from placing the burden of change on the individual child toward changing the dominant structures that impact their lives.

It is said to many children that their success in school, workplace success, and overall
earnings they make in their lifetime depends on how hard they try in school. But what if that was
not the only factor at play in the lives of these children growing up? Many children try hard in
school, yet still seem to fall short in terms of the grademarks they recieve. When children put
their best effort forth, yet factors outside of their own control hold them back, in most cases in
falls on the role of the parents themselves.

In this article, we address the social practice of children's role-playing in the context of the (German-Swiss) kindergarten, using qualitative reconstructive methodology. Role playing is a common form of interaction among children. When done in kindergarten or school, role-playing is often facilitated by teachers, with the goal of promoting different skills, i.e., social or language skills. We present the state of research on role-playing of young children, focusing on its internal logic and its relation to pedagogical guidance. On the basis of a transcript of a play sequence in kindergarten, interactions between children as well as the teachers' actions, are reconstructed, using an objective hermeneutics approach. This led to two central findings: Children's role-playing shows a structural logic of loosely coupled connections of actions and communications. Its dynamics are inherently determined and delimited from its surroundings, either by play-thematically appropriate reinterpretations of the various actions and communication external to the play reality, including guidance by the teacher, or by actively ignoring all of these and treating them as background noise. For this performative delineation, dramatic elements are used by children; for example, screenwriter or choir. The role of the teacher can be problematic for the fragile involvement of children in role-playing, especially if the teacher lacks understanding of the play reality at hand.

Deutsch: In diesem Beitrag befassen wir uns qualitativ-rekonstruktiv mit der sozialen Praxis des Rollenspiels im Kontext eines (deutschschweizerischen) Kindergartens. Das Rollenspiel stellt eine häufig vorzufindende Interaktionsform von Kindern dar, die oftmals im Kindergarten in pädagogischer Absicht für die Förderung verschiedener Fähigkeiten von Lehrpersonen "begleitet" wird. Der Forschungsstand zur Rollenspielinteraktion und -begleitung wird dargestellt, und die Frage des Verhältnisses der Eigenlogik des Rollenspiels im Verhältnis zur pädagogischen Begleitung fokussiert. Anhand eines Falles wird sowohl die Interaktion der Kinder untereinander objektiv-hermeneutisch rekonstruiert als auch der Versuch der Einflussnahme durch eine Lehrerin. Dies führt zu zwei zentralen Befunden: Das kindliche Rollenspiel weist eine innere Strukturlogik der losen Kopplung von Handlungsanschlüssen der Spielenden auf, die ihre Eigendynamik durch die spielthematisch passende Umdeutung bzw. das aktive Ignorieren von Irritationen von außen, u.a. der Lehrerin, abgrenzt. Für diese performative Abgrenzung werden dramatologische Funktionselemente der Aufführung durch Kinder kompetent gehandhabt, wie z.B. Drehbuchautor*in, Chor etc. Die dokumentierte Einflussnahme der Lehrerin im Fall macht deutlich, dass sich die Praxis der Spielbegleitung, die sich im Spannungsfeld zwischen Nichteingreifstandard und Fördergebot bewegt, für die fragile Beteiligung der Kinder am Rollenspiel als gefährdend erweisen kann, wenn ein mangelndes Verstehen der Spielwirklichkeit vorliegt. Der Beitrag endet mit Schlussfolgerungen für die Kommunikationsstruktur im Kontext Rollenspiel.

Marijana Hameršak viši je znanstveni suradnik Instituta za etnologiju i folkloristiku, a književnost za djecu jedno je od njenih područja interesa. Autorica je knjige Pričalice: o povijesti djetinjstva i bajke te s Dubravkom Zima koautorica knjige Uvod u dječju književnost. U hrvatskim i inozemnim časopisima i knjigama objavljuje znanstvene i stručne radove i članke o teorijskim, materijalnim i institucionalnim aspektima dječje, popularne i usmene književnosti te popularne, dječje, medijske i druge kulture. Interes javnosti pobudila je svojim stavom da su aktualne nesuglasice oko školske lektire samo posljedica višedesetljetne nebrige za lektiru. U razgovoru za Novi list objašnjava kakav je bio odnos prema lektiri proteklih desetljeća, ali i koje je pogrešne korake povukla aktualna vlast u tom pogledu.

The publication of Noah & Eckstein's Toward a Science of Comparative Education (1969, Macmillan, NY) marked the beginning of an increasingly narrow research trajectory in comparative education, claiming a universality for Western knowledge and privileging scientific rationality in research. Juxtaposing the 'science' to Lewis Carroll's 'Alice in Wonderland', such comparative education relegated more-than-human worlds and spiritual domains of learning-and being-to our collective pasts, personal childhood memories, or imaginations. How can we reorient and attune ourselves toward a Wonder(land), rather than a Science of comparative education exclusively, opening spaces for multiple ways of making sense of the world, and multiple ways of being? How can we reanimate our capacity toengage with a more-than-human world? Based on the analysis of children's literature and textbooks published during various historical periods in Latvia, this article follows the white rabbit to reexamine taken-for-granted dichotomies-nature and culture, time and space, self and other-by bringing the 'pagan' worldviews or nature-centred spiritualities more clearly into focus, while reimagining education and childhood beyond the Western horizon.