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Performing the analyses of selected ways of perceiving children and childhood is deemed to be important and prosocial within the framework of social sciences. In the process of the changing understanding of the terms "child" and "childhood" as well as promoting the treatment of children as full-fledged members of the community, the process of informing, convincing, and shaping social behaviours is of considerable importance. The results of the analyses of the outcome of research involving children (childhood studies) contribute to inducing changes, e.g. when it comes to the treatment of children or modifying/changing the process of their education and upbringing; notably, establishing who a child is as well as highlighting the distinct features of childhood, and how these features influence the shaping of public opinion. It may contribute to a gradual overcoming of the stereotypes in the perception of children and childhood. Children are equal members of society, and their views on the present are worth knowing. [ABSTRACT FROM AUTHOR]

This article examines the community attachments of children living in stigmatised non-profit housing estates in Denmark. Drawing on childhood studies' emphasis on children's agency, the analysis explores how children shape their place attachments within urban landscapes. Methods include ethnographic fieldwork in two neighbourhoods, walk-along interviews and photo-elicitation. The findings reveal how architectural, material, and symbolic aspects of a neighbourhood may afford children's pluri-ethnic social relations and attachment practices to a local community, based on acts of care in everyday interactions. While these practices are common, the analysis also explores how the territorial stigma racialises children's social spaces and catalyses differentiations, both internally and beyond their neighbourhood. Thus, the study deepens our understanding of children's ambiguous perceptions of and reactions to growing up in stigmatised communities. [ABSTRACT FROM AUTHOR]

This introduction to the Special Issue on Adaptation and Childhood invites researchers to consider the critical opportunities that thinking with and about childhood can offer the field of adaptation studies. Rather than marking the limits of what is possible, this introduction invites scholars to approach the real and conceptualized child and the challenges they pose to adaptation studies theory and criticism as a site of theoretical and methodological possibility. We begin by examining how the field of children's literature has navigated the problems posed by conceptualizing the child as audience and explore how such theorizations could aid adaptation studies in navigating its own relationship to audiences. Drawing again on work from key theorists in the field of children's literary criticism, this introduction concludes by arguing for the child as a key ally in reclaiming adaptation's 'might'. [ABSTRACT FROM AUTHOR]

While children's books have proved fertile ground for the theorization of adaptation as process and product, adaptation studies has proved remarkably reluctant to explore the relationship between adaptation studies and childhood itself. This paper takes this hesitancy as its central focus, combining recent metacritical studies of adaptation and its theorization (Elliott 2018; 2020) with theory from the fields of children's literature and childhood studies in order to demonstrate how adaptation studies has operated under what I will describe as the 'anxiety of infantilization'. This paper will explore how this anxiety of infantilization manifests by engaging the work of three prominent scholars in the field—Deborah Cartmell, Thomas Leitch, and Kyle Meikle—and analysing the discourses of childhood that underpin their discussions of the relationship between adaptation and childhood. It will be my contention that existing discussions of the child and adaptation studies remain enmeshed in what Marah Gubar labels as 'difference' and 'deficit' models of childhood (2013; 2016), and that if we are ever to get out from under our anxiety of infantilization, we must find a way to Gubar's third model: 'kinship' (ibid.). [ABSTRACT FROM AUTHOR]

Purpose: Children's finances are increasingly digitised through the emergence and development of a range of finance applications, or apps, for managing chores, saving and spending. This paper aims to offer a preliminary scoping study of these child finance apps in the nascent consumer research area of children's FinTech. Design/methodology/approach: This paper undertakes a qualitative analysis of the design features and marketing taglines of child finance apps to explore their role in the digitisation of children's financial literacy, consumer socialisation and economic agency. Findings: The present analysis reveals five key design functions of child finance apps: chore management; child savings; payment and spending systems; parental control features; and banking and finance features. Furthermore, three key child consumer themes emerge from the analysis of these child finance apps: gamification of child household labour; surveillance of children's consumer participation; and datafication of children's financial lives. Originality/value: To date, there is little research into the increasingly popular use of child chore, consumption and financial management apps, and thus a research gap or problem is that we do not yet have sufficient understanding of how finance apps operate through their design and marketing to influence the financial conditions of contemporary childhoods. This study is significant in bringing theories of surveillance, gamification and datafication from digital platform studies to the fields of childhood studies, children's consumer research and child FinTech studies. The findings suggest that child finance apps use gamification features to encourage children's financial learning, surveillance features to enable parenting care in children's financial development and datafication to exploit children's financial data within the finance industry. This study is clearly limited to the app environment, and so future work should investigate the use and perceptions of these apps in more detail using more situated social research methods with families and children. [ABSTRACT FROM AUTHOR]

Thinking at the nexus of epistemic injustice, childhood studies, transgender studies, and gender and racial justice in literacy education, this article illustrates how curricular engagement with questions of age, gender, race, and power can simultaneously complicate and flatten knowledge about power relations. Drawing from a yearlong ethnography inquiring into how students and teachers read, wrote, and talked about gender and sexual diversity at a Midwestern U.S. high school, this article presents two illustrative ethnographic cases from a co-taught sophomore humanities course (grade 10) combining English language arts and social studies, cases featuring students writing about the child as an epistemic figure. The implications of this argument suggest the importance of educators questioning rather than naturalizing ageist power relations through their pedagogical techniques and curricular representations, which in turn can challenge or reify broader age-based epistemic injustices undergirding anti-trans and racist legislation and policy in and beyond the United States. [ABSTRACT FROM AUTHOR]

In this article, James Joshua Coleman and Jon Wargo interrogate the (queer) child as a concept and specter that haunts civic life in the United States. Whereas scholars across a range of fields and standpoints have questioned the value of LGBTQ+ inclusion in public school curricula, and society more broadly, together Coleman and Wargo wonder at the capacity of civics education to include queer (as opposed to LGBTQ+) citizens within the cis‐straight nation‐state. To explore this possibility, they read across two bills: (1) H.R. 9197 (Stop the Sexualization of Children Act), and (2) Illinois House Bill 246 (Inclusive Curriculum Law). In so doing, they highlight how the (Queer) Child operates as an organizing binary logic within these bills and examine how hermeneutical injustice impedes the formation of a truly queer civics education. Specifically, Coleman and Wargo demonstrate how hermeneutical injustice limits the nature of inclusion for LGBTQ+ citizens, both for exclusionary, anti‐LGBTQ+ policy and for seemingly inclusive legislation. Pointing to scenes that demonstrate hermeneutical justice and queer survivance, they conclude by suggesting the construction of a queer civics education that stands outside the binary logics of the cis‐straight nation‐state. [ABSTRACT FROM AUTHOR]

The article begins with a discussion of the contribution of childhood studies to our understanding of children's ethics, taking into account feminist inputs to the debate over the ethics of care and the ethics of justice. Then, based on two qualitative studies carried out in Chile with children between 10 and 13 years of age, the article shows the emphasis the children place on reciprocal care between parents and children. This concern for reciprocity is accompanied by notions of justice and rights in how they evaluate the parent–child relationship. The data reveal the complex ways in which the ethics of care and of justice interlock in the children's discourses. The article concludes by tracing the links between these results and the conditions of productive and reproductive work in contemporary Chile as reflected in the children's discourses, and it shows how children have begun to internalise a focus on children's rights in reflecting on their daily lives. [ABSTRACT FROM AUTHOR]

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ethnography is often considered as a suitable methodological approach to explore childhoods, nevertheless, there is limited reflection on ethics in the field in the Global South educational settings, such as China. Previous China-based fieldwork studies suggest complex field relationships as a major ethical challenge. Although the issue is especially prominent in research that contests "normative" Chinese childhoods, it hasn't been sufficiently discussed due to a culture of silence surrounding researchers' emotions and positionality. This paper uses emotional reflexivity as a lens to revisit two Chinese female researchers' experiences of fieldwork, respectively, with left-behind children and disabled children in Chinese primary schools. The analysis examines how we identified ourselves and negotiated complex relationships with school members and unpacks experiences of "sameness" and "otherness" and the vulnerability and creditability impacted by our fluid identities. The paper adds insights into ethical considerations of school-based ethnographic research with diverse children in the Global South. [ABSTRACT FROM AUTHOR]

Narratives about children whose parents have migrated exhibit a common global trend, with these children and their families being widely pathologised, creating a stereotyped image of this group. Hence, it is timely and necessary to interrogate the category construction of left-behind children and the politics surrounding the knowledge produced. This article explores the global construction and widespread stigmatisation of left-behind children through the lens of a postcolonial critique and criticises the hegemonic notion of childhood promoted primarily by the Global North. It then explores the indigenous category of 'liushou children' for left-behind children in China – revealing its cultural expectations and Indigenous construction. Although the pathologisation of such children occurs in both global and indigenous dimensions, the understanding and causation of such pathologisation differs since diverse actors often present different understandings of this phenomenon, which refract different expectations, moral and value judgements, or political motivations. Therefore, this article calls for research on the lives of these children in the context of global economic and social structural shifts and how these are reshaped in local and national dimensions. In so doing, it provides insights into ongoing debates on the politics and ethics of knowledge production in childhood studies. [ABSTRACT FROM AUTHOR]

In 2022, the Chilean literary award Premio Medalla Colibrí had a children's jury for the first time. This article has been written by four researchers, two adults and two children, who participated in this process and then studied the experience. We did interviews with different people involved and an analysis based on the notion of wonder. Here, we present some reflections on the criteria used by the children's jury and some findings that surprised us during the research process. [ABSTRACT FROM AUTHOR]

This paper focuses on children's perspective on their outdoor play environment. The research took place in settings with designated disadvantaged status—in the backyards of Przedmieście Oławskie—a small district of a large city of Wrocław, Poland. The research aimed to reveal dimensions of children's perception and understanding of studied backyards. Multimethod qualitative research procedure was used: the ethnographic research strategy with elements of mosaic approach were combined. Around 70 children aged 3–10 years were observed in their natural play environment and 23 of them were engaged in guided-tours and meetings in backyards. The results of this research show multidimensionality of children's experiences of their play environment. The study underlines the importance of considering children's experience as competent social agents while planning outdoor play environments. [ABSTRACT FROM AUTHOR]

This article situates recent scholarship related to children and metaphors of childhood within a global context. It attends to the importance of childist criticism, located primarily in Europe and the United States, in the growth of study of children in the New Testament in recent decades, while attending to parallel work on the role of children in the New Testament, particularly in relation to contextualized readings, in the global South. Specific attention is given to the use of language in defining children and childhood both within and outside the biblical context; overviews of biblical childhood; and the roles and representations of children in New Testament texts. The essay concludes by looking forward to future opportunities for research and collaboration. [ABSTRACT FROM AUTHOR]

Building on critical childhood studies and childism, this paper analyses children's participation in family law cases in Denmark. Spurred particularly by the UN Convention on the Rights of the Child, together with a general shift in the view on children, several jurisdictions, including Denmark, have implemented legislative reform in the last decades to accommodate children's participation rights. Even though such legal participation rights have increased, research in the family law field indicates that children's perspectives are often undermined or excluded. An analysis of qualitative data (workshops, observations, and interviews) establishes how the positioning of children and children's perspectives (as well as how "listening to children" is enacted) can be crucial to understanding the mechanisms that either subsidize or undermine children's perspectives in family law cases. The paper argues further that "listening emergent" to children can offer a path to deconstructing the norms and structures that undermine and exclude children's views—and thus offer a childist contribution to childhood research. [ABSTRACT FROM AUTHOR]

The historiography of modern Hebrew culture views early twentieth-century Russia largely through the lens of canonical literature. However, Hebrew played a role in many other aspects of Jewish society, prominent among them children's literature. By examining readers' letters published in four Hebrew children's magazines, this article explores the spread and meaning of the language for different sectors of Russian Jewry. It claims that Hebrew played a role in Jewish modernization for those who did not identify with Zionism and even those who claimed to reject modernism entirely. To better understand East European Jewish life through the prism of multifaceted Hebrew culture, this article studies publications of varied ideological positions—Zionist, nonpartisan nationalist, and Orthodox—to provide a more comprehensive picture of Jewish perception of Hebrew. It shows how, despite their disparities, the four publications employed similar strategies when addressing young readers, directing them to a desired worldview and mobilizing them to social activity. The readers' letters in these magazines reveal the experience of learning, reading, and speaking the renewed language in the context of family life, social pressure, and gender dynamics. They provide essential information about methods, habits, and patterns of using Hebrew inside and outside the classroom. In addition, the letters shed light on the interaction between children and adults—parents, teachers, and newspaper editors—against the backdrop of the vibrant ideological discourse of the era. On balance, the current research offers a contribution to the study of revitalized Hebrew culture as well as the social history of modern European Jewry. [ABSTRACT FROM AUTHOR]

This article is an interdisciplinary study of the figure of the child in Ingmar Bergman's Höstsonaten (Autumn Sonata) (1978), using theoretical perspectives from childhood studies within a cinema studies framing. By analysing the shifting roles of mother and daughter in this seldom-discussed film, the article demonstrates the on-screen child figure's capacity to challenge society's deep-rooted ideas of 'child' and 'adult', respectively, thereby exposing the inconstant nature of age categories. Drawing on contemporary childhood studies, I argue, using Autumn Sonata as an example, that the child figure in cinema bears a subversive potential for questioning power relations between generations as well as defying a chrononormative notion of time and age. This reading contributes to a deepened awareness of the function of the on-screen child figure, not least transferable to Bergman's cinematic work. It also sheds light on the mutable connections between fictional children and central conceptions of childhood in contemporary society. [ABSTRACT FROM AUTHOR]

Copyright of Childhood & Philosophy is the property of International Council for Philosophical Inquiry with Children and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This conversation develops ideas about the overlap between childhood studies and adoption studies at the intersection of transnational and transracial adoption, particularly of Korean children. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Relationality has become central to Childhood Studies and even described as its ontological ground. Feminist theories offer articulate theorizing on relationalities, yet feminist ideas of relationality have not had a significant impact on Childhood Studies. Through focusing on feminist notions of corporeal specificity, sexual-temporal difference and asymmetry, and transcorporeality, this paper argues that feminist theorizations open up a space to engage with childhood and children's lives as not only relational or entangled, but as inevitably imbricated in relations of power. [ABSTRACT FROM AUTHOR]

The antiblack violences of this world are harsh and unrelenting, and the assaults are gratuitous. It remains a difficult task for many Black adults to get out of bed every day and to face both the expected and the unforeseen horrors of the day. How much more might this be true for our children? And how might they already be leaning into their own formations of spiritual action in response? Taking seriously, then, how Black children utilize imagination, creativity, and play, I use this meditation to think alongside children as epistemological sources for Black faith, and I turn to questions about how these spiritual technologies might be read as practices of conjure. [ABSTRACT FROM AUTHOR]

To what extent do political orientation, racial beliefs, and media use contribute to explaining support for human rights violations? To address these question, we draw on Adorno's "authoritarian personality" theory by proposing the concept of "racial syndrome," resulting in affinity for expressions of support for right-wing ideologies. Using a public opinion survey conducted among Jewish-Israeli adults (N = 1,001), we show that political orientation and racial beliefs contribute to explaining support for human rights violations and that racial beliefs mediate the association between political orientation and support for human rights violations, measured as support for child arrest in the Israeli-Palestinian conflict. Moreover, the use of mainstream media moderates the association of political orientation with both racial beliefs and support for human rights violations, but the use of digital media does not. This study calls upon journalists, activists, and policymakers to engage responsibly in reducing racialized beliefs and promoting justice and human rights. [ABSTRACT FROM AUTHOR]

In this article, we present the partial results of a broader qualitative study carried out in the city of Santiago de Chile between 2016 and early 2020. In particular, we analyse the discourses found in 12 group interviews with Chilean children – aged 10 and 11, and of three socioeconomic strata (upper-middle, middle and low) – about the relationship they establish with the street's space and the negotiations they conduct with their parents about it. The results show that the street evokes a feeling of menace and moral downfall for the children, while parents are called on to play the role of protectors and moralisers. At the same time, the street is signified as a space of relative freedom, of peer sociability and play, to which they insist that parents give them access even though restricted. These results are closely linked to the socio-historical context in which modern childhood is constructed, the more recent media and political inflation of urban insecurity and the objectively hostile nature of urban environments for children. [ABSTRACT FROM AUTHOR]

Assessment is a much-discussed dimension of school life, as it is deeply connected to teacher–student power relations, where teachers' responsibilities for individual assessment and support coexist. Moreover, children's views are hardly investigated in the research. Studies reflecting those aspects in inclusive school systems, such as the Italian one, are still rare. Assuming assessment is a social practice that shapes classroom differences, in our research project on "Children's Perceptions of Performance in Primary Schools" (CrisP), we conducted 35 narrative interviews with 3rd graders from six schools, framed by classroom observations, to reconstruct their perceptions of performance and assessment and develop individual case portraits through Open Coding as defined within Grounded Theory and the Documentary Method. The study was conducted in the Province of Bolzano (Italy). Children seem aware of the teacher–child power relations that emerge in the assessment field and the reciprocity and interdependence of the two roles. In the reconstruction of Alice's case, she demonstrates she trusts adults but can also work pragmatically on her position, redefining her power role that benefits from teachers' services. Along with a brief overview of crucial findings and the reconstruction of Alice's perceptions, we ask for implications for appropriate assessment practices in inclusive primary schools. [ABSTRACT FROM AUTHOR]

This paper bridges empirical research on children's political participation and theoretical debates on the concept of agency in Childhood studies. It takes insights from the internal criticism of the essentialist conception of agency in Childhood studies and develops it further. Based on an analysis of in-depth interviews with adolescent participants of anti-regime protests in two periods of recent Russian history—i.e., 2011–13 and 2017–20—it compares how these two cohorts of politically active children constructed their political agency. It suggests that the authoritarian and depoliticized context of Russian society affects the construction of agency by child activists in ways we do not see in Western democracies. It thus challenges the main concepts of agency in Childhood studies, including the "critical" ones. [ABSTRACT FROM AUTHOR]

In April 2022, the Polish Children's Ombudsman publicly addressed the Minister of Justice, demanding changes in family law regarding child custody post-parental separation. The Ombudsman pointed out the lack of a legal definition of joint physical custody (JPC) and suggested there should be a clear definition and associated regulation. The Ombudsman's address is one part of the debate on JPC that has recently emerged in Poland. Politicians, mothers, and fathers are actively engaged in the debate, with each of their voices well represented. Both supporters and opponents of joint physical custody claim that their main concern is the best interest of the child. However, no attempts have been made to listen to children's opinions about custodial arrangements. This article is based on interviews with 23 children living in JPC. I asked the children about their everyday experience of home and belonging and their relationships with their parents, siblings, and parents' new partners. I also asked their opinions on how custodial arrangements should be made to suit them. The interviewees complained about the inconvenience of frequent moves but also stated that living with their mother and father interchangeably allowed them to be as close to each of the parents as they desired. For this reason, the interviewees considered JPC a preferable solution after divorce. [ABSTRACT FROM AUTHOR]

Copyright of INSTED: Interdisciplinary Studies in Education & Society / Terazniejszosc - Czlowiek - Edukacja is the property of University of Lower Silesia / Dolnoslaska Szkola Wyzsza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nauki o Wychowaniu. Studia Interdyscyplinarne is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article strengthens the relationship between childhood studies and biblical studies by introducing the field of childist biblical criticism to other child‐focused disciplines. A brief overview explains why studying children in the Bible is critical for understanding this ancient text and its world. Most of the article focuses on the tools used for gathering evidence and the methodologies used in childist scholarship. Discussion of the terms 'childist' and 'childism' then urges adoption of both terms as conveying positive meaning. Throughout the discussion and explicitly in the conclusion, this article shows what childist biblical studies contribute to the wider movement of childism and securing children's rights. [ABSTRACT FROM AUTHOR]

This article considers the related projects of child as method and childism, as two critical childhood projects attempting to re‐engage childhood studies with wider geopolitical arenas. Firstly, each model's origins in their respective subject discipline are discussed, to, secondly, highlight how this shapes convergences as well as divergences in political project. Third, there is consideration of what is at stake in key conceptual tensions identified. It is suggested that the differences of address and contrasting (disciplinary and conceptual) sites of intervention work in complementary ways to strengthen the broader project of embedding childhood studies within sociopolitical theories and practices. [ABSTRACT FROM AUTHOR]

We discuss situational analysis as an auspicious method for researchers in childhood studies due to its critical-reflexive approach towards power relations, marginalization, and relationalities of collective action--which are topical issues within childhood studies. Especially the position of "implicated actors" (CLARKE & MONTINI, 1993, p.45), a key concept of social worlds/arenas theory, seems conducive towards research about children. However, we also raise concerns about potentially re-marginalizing children in and through research when it is assumed that, as implicated actors, they are not involved in social worlds/arenas and therefore also not involved in social action. We discuss the methodological potentials and pitfalls of social worlds/arenas maps and the use of the concept of implicated actors to analyze children and childhood. We draw from empirical projects and central conceptual debates within childhood studies and focus on three theses: With social worlds/arenas maps 1. researchers are at risk of rendering children invisible; 2. researchers cannot (yet) capture the intragenerational relations of children (as implicated actors); 3. researchers cannot fully account for a relational understanding of children and childhood. Based on these considerations, we suggest how to enable and reconsider the analysis of children and childhood with social worlds/arenas maps using situational analysis. [ABSTRACT FROM AUTHOR]

Child Language Brokering (CLB) refers to the mediation and translation activities performed by bi/multilingual children and adolescents for their peers, family members, and/or other people belonging to their linguistic community who may not be proficient enough to communicate in the societal language. Since child language brokers engage in interpreted communicative events and implement communicative strategies, one interesting but also controversial area of CLB is the communicative role children play and the expectations of other parties about that role. In this paper we examine frequent communication strategies implemented by a child language broker and study if/how they meet the other parties' expectations. Specifically, two child language brokering strategies are examined: replacement of a monolingual interlocutor and summarizing of the monolingual interlocutors' statements. We also discuss child language brokers' roles and their alignment with adults' expectations, an innovative focus that merits deeper discussion. [ABSTRACT FROM AUTHOR]

Copyright of Dokuz Eylul University Journal of Graduate School of Social Sciences is the property of Dokuz Eylul University Graduate School of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Joint physical custody of children (JPC) after parental separation or divorce is a new phenomenon both in the Polish legal system and in the everyday practices of Polish families. While the number of couples who decide to share childcare equally after separation is growing, there is still no definition of JPC in Polish law and children who live in two homes are considered at risk of harm. The article presents findings of ethnographic research conducted with Polish children and teenagers who live in joint physical custody. It discusses how children who live in two homes do family and how they make sense of the efforts needed to successfully navigate frequent movement between their two homes. The article focuses on the practices and everyday life of children. It shows that children are not helpless subjects of their parents' choices but competent actors who creatively navigate and make sense of their family lives. [ABSTRACT FROM AUTHOR]

This article reads Louisa May Alcott's Little Women (1868) against nineteenth-century mothering manuals and the psychoanalytic object-relations theory to argue that the novel links maternal rage with infanticide. Feminist scholars have noted how Little Women , though ostensibly a story of family harmony, conceals a deep vein of anger. Jo March's trajectory, like that of other nineteenth-century sentimental heroines, stages a transformation from rebellious tomboy to self-controlled angel-in-the-house. Attending to the ways in which the text persistently links anger to infanticide, this article shows how the idealized angel-in-the-house functioned as an idealized solution to guard against the imagined dangers of female rage. Moreover, the binary between angel mothers and infanticidal ones was inflected with racial meaning that served to distinguish who was and wasn't included under the umbrella of national belonging. In recovering the spectre of infanticide subtending Little Women , this article asks us to re-evaluate the ways that cultural texts transmitted messages about love and rage and the political implications of how such relationships to affect determined the lives and developmental trajectories of children. [ABSTRACT FROM AUTHOR]

Copyright of Film Quarterly / Kwartalnik Filmowy is the property of Kwartalnik Filmowy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this wide-ranging interview Priscilla Alderson discusses how she came to research parental and childhood consent and became a sociologist and how, late in her career, she became convenor of the critical realism group started by Roy Bhaskar at the Institute for Education in London. She discusses aspects of her seminal research over the years on multiple subjects, such as the rights of children, and reflects on what critical realism has added to her social research. [ABSTRACT FROM AUTHOR]

This article describes the results of a disabled children's childhood studies analysis of Section 1414 of the Individuals with Disabilities Education Act (2004), which outlines definitions and procedures related to evaluations, eligibility determinations, individualized education programs (IEP), and educational placements for disabled children in the United States. Within the context of this key piece of legislation, disabled children are constructed as deficient, dependent, and incompetent. A disabled children's childhood studies approach to the processes described in Section 1414 calls for a reframing of disability, and the creation of interdependent methods for supporting the active participation of disabled children in creating and implementing individualized education programs. This paper provides anecdotes illustrative of the current IEP process, and draws on disabled children's childhood studies perspectives to show possibilities for a participatory approach to IEP development and implementation. [ABSTRACT FROM AUTHOR]

Constructivist grounded theory method (GTM) as outlined by Kathy Charmaz has its explicit roots in the American pragmatism and symbolic interactionism primarily developed at the University of Chicago during the early and mid-twentieth century. Symbolic interactionism considers people as active and interpretative agents who co-construct selves, identities, meanings, social actions, social worlds, and societies through interactions. Charmaz argues that symbolic interactionism is an open-ended theoretical perspective that fosters studying action, process, and meanings, with a focus on how people co-construct and negotiate meanings, orders, and actions in their everyday lives. In this chapter, I argue that constructivist GTM, including its theory-method package built upon symbolic interactionism and the Chicago School tradition, can be further combined with the new sociology of childhood to study children's social worlds and negotiated meanings, orders, and actions. [ABSTRACT FROM AUTHOR]

This post-qualitative ethnography reveals elements of childhood and learning that may remain constant across the lifetime continuum. The research occurred for 13 months on a rural peninsula in the Mid-Atlantic region of the United States. Traditional ethnographic data collection methods included field notes, shooting scripts and photo documentation, document collection, interviews, and talks. A post-qualitative analysis produced rich narratives through the lenses of space–time physics, new materialism, and the field of Children's Geographies. Findings indicate new ways to consider childhood and how humans across the lifespan continuously make meaning about both local environments and the greater world. [ABSTRACT FROM AUTHOR]

Nursing scholars have called for nursing approaches with children that ensure the promotion of their childhood, contesting dominant adult‐based approaches that are adapted for practice with children. Although the nursing literature includes many important advances in the promotion of child‐centered approaches, there are still significant gaps in fully recognizing the complexities of childhood within nursing. Within this paper, I (a) outline some key advances in nursing approaches with children, sometimes referred to as "Children's Nursing" (shifting away from "Pediatric Nursing" conceptions that may be focused more on diseases than childhood); (b) highlight key gaps in current conceptions of Children's Nursing, namely the inadequate integration of work from the interdisciplinary field of Childhood Studies which challenges dominant age‐based developmental models which discount children's voices and experiences as "immature"; and (c) propose a Childhood Ethics‐based framework that bridges advances in Children's Nursing with those within Childhood Studies, which I refer to as the VOICE Children's Nursing Framework. The latter is rooted in the recognition of (a) children as active agents with capacities and interests in participating in discussions and decisions that affect them, and (b) best interests as the foundational basis for determining the nursing care required by a child which should be defined in an individualized manner, informed by a child's expressed aspirations and concerns. This Framework integrates biological, relational, and ethical dimensions of children's wellbeing and draws on hermeneutic approaches for eliciting and interpreting children's agential expressions, which involves continuous part/whole shifting to meticulously discern what is meaningful within a situation. The Framework is operationalized for clinical practice through the use of orienting questions, which is demonstrated through discussion of a clinical exemplar. The paper closes with proposed future directions for Children's Nursing development in practice, education, and research. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of a ritual event memorialised on stone reliefs at the ancient city of Carchemish around 800 BC. It is argued that the reliefs represent a ceremony of investiture, in which boys of royal lineage are handed out toys as oracular instruments to elicit favourable omens for the heir apparent. The inclusion of boys and their toys in the visual commemoration of a political ritual has bearings on three levels of meaning. First, it testifies to a hitherto unrecognised cult practice, involving grouping boys in age classes and harnessing their ludic practices for ritual purposes. Second, it reflects local political preoccupations connected with dynastic controversies, in an attempt to silence counternarratives through the emphatic staging of children. Finally, the chosen imagery conveys complex philosophical ideas about life, education, and individual destiny, connecting with issues of material religion and childhood studies. The study integrates interpretive perspectives from visual semiotics, architectural analysis, and ancient studies to show how, upon specific occasions, marginal groups and everyday material items, such as children and their toys, may play critical roles in collective ritual events. [ABSTRACT FROM AUTHOR]

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Reflections on children's agency have become popular in anthropological and sociological studies of childhood. Scholars tended to treat children as independent and active social members, rather than individuals still undergoing maturity. To guarantee their right to information and participation, researchers have constantly refined their methods in hopes of involving children in research projects as much as possible and empowering their voices. Yet, because of our technological and cognitive restraints, these innovative efforts have not helped us comprehend the thoughts and experiences of infants and children with developmental disabilities. This article proposes ethnographic imagination as an alternative approach. Based on 11-month fieldwork in a Chinese orphanage, I suggest that we could utilize the clues drawn from our participatory research and caregivers' experiences to untangle children's 'messy' behaviors in an ethnographically imaginative way. Rooted in specific contexts and reliant on the collective experience of stakeholders, while also connecting broader perceptions of everyday life and the sociocultural insights of participatory observation, this interpretative approach may provide observers with a justifiable explanation to the world of nonverbal and minimally verbal children. [ABSTRACT FROM AUTHOR]

This survey article introduces the main areas of research into the English‐language Robinsonade in the context of the Robinson Crusoe tercentenary of 2019. It identifies the major fields of scholarly investigation as generic and formal approaches, with attempts made at defining the Robinsonade, as well as readings from postcolonial, feminist and intermedial perspectives. The article also pays attention to the contribution of childhood and children's literature studies and game studies, and the most recent explorations in ecocriticism and post‐humanism. The wide panorama of research in the Robinsonade is testimony to the continuous relevance of this adaptable and protean form in various critical contexts. [ABSTRACT FROM AUTHOR]

This paper is a search for common ground between two natural scientists, two childhood studies and education scholars and two human–animal studies or critical animal studies scholars all working within a shared citizen science project. The search takes the form of a thematic mapping of existing literature on ecological citizen science, with two questions: "Participation on whose terms?", and "Participation for whose benefit?". First, we draw from the field of childhood studies to show how the concept of participation can be theorized further. Second, we recontextualize ecological citizen science research from a multispecies perspective, following the non-anthropocentric turn in human and social sciences which has so far drawn limited attention both in educational research and in citizen science projects. We proceed by critically treading the blurry line between predetermined or science-led participation and emergent or participant-led research, forming a fruitful space for examining and reconceptualizing the prevailing human/nature distinction in science and pedagogy. What we end up proposing is not so much a solution to the issues we have located, but rather an invitation to consider participation as a possibility for engaging with the ongoing tensions regarding the apparatuses of power that guide the research practices, researchers' thinking and ethics. For the democratic ethos of citizen science projects, these observations can result in an ongoing process of asking how would it be possible to make space for various knowledges to be regarded as such: How could different kinds of knowledge co-exist, potentially generating more just worlds? [ABSTRACT FROM AUTHOR]