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ÖZ: Bu çalışmanın amacı Covid-19 sürecini çocuklar açısından değerlendirmektir. Ancak bunu yaparken, 2000’lerin başlarından itibaren İngilizce alan yazında sıkça karşımıza çıkan childism kavramını mercek olarak kullanmaktadır. Böylece sınırlı olan çocuk çalışmaları literatürüne bu kavram(lar)ı tanıtmak ve bu kavramların Covid-19 deneyimini değerlendirmede sunduğu olanakları görmek amaçlanmaktadır. Childism kavramı aşağı yukarı aynı zamanda iki düşünür tarafından iki farklı anlamda kullanılmıştır. Bunlardan biri Elisabeth Young-Bruehl’ın, çocuk düşmanlığı olarak kullanacağımız ve toplumsal yaşamın her alanına sızmış olan, fark etmediğimiz hatta normal olarak gördüğümüz çocuğa karşı önyargı, ayrımcılık ve adaletsizliği su yüzüne çıkarmayı amaçlamaktadır. John Wall’un, çocukizm olarak Türkçeleştireceğimiz kavramı ise çocukların, yetişkinlerle birlikte, yaşadıkları toplumun eş-inşacıları oldukları, sözlerinin ve deneyimlerinin yetişkinlerinki kadar deneyimli olduğu fikrine dayanmaktadır. Toplumda egemen olan normları eleştirerek ve yeniden inşa ederek çocuk-yetişkin karşıtlığını dönüştürmeyi amaçlamaktadır. Her iki kavramda özünde çocukları marjinalleştiren patriyarkal, yetişkinci topluma bir karşı duruş olarak şekillenmektedir. Pandemi dönemi ve salgınla mücadele amaçlı uygulama ve pratikler çocuklar açısından düşünüldüğünde sıklıkla çocuk düşmanlığı kavramı açısından değerlendirilmektedir. Çalışma pandemi döneminin bu açıdan değerlendirilmesini, çocukların yaşlarından dolayı sürekli karşı karşıya kaldıkları adaletsizliği görünür kılmak açısından bir fırsat olarak görmektedir. Genel olarak söylemek gerekirse çocuk düşmanlığı kavramı, çocuklara karşı her türlü önyargılı, ayrımcı, adaletsiz durumların ve pratiklerin tanınması ve tanımlanması için önemli bir araç iken çocukizm, bu önyargı ve adaletsizliğe karşı durabilmek, çocukları güçlendirerek yetişkinlerle aynı şekilde değerlendirilmelerinin sağlanması açısından yol göstermektedir. ABSTRACT: The aim of this study is to evaluate the Covid-19 period in terms of children. While doing this, the concept of childism, which has been frequently encountered in the English literature since the early 2000s, is used as a lens. Thus, it is aimed to introduce this concept(s) to the limited child studies literature and to see the possibilities this concept offers in evaluating the Covid-19 experience. The concept of childism was used in two different senses by two thinkers at roughly the same time. One of them is Elisabeth YoungBruehl's concept that aims to bring to light the prejudice, discrimination and injustice towards children that infiltrating all areas of social life which we are unaware of or even accept as normal. On the other hand, John Wall's concept is based on the idea that children, along with adults, are co-producers of their society and that their words and experiences are as valuable as adults. And it aims to transform the child-adult opposition by criticizing and reconstructing the norms that dominate the society. Both concepts are shaped as a stance against the patriarchal, adultist society that marginalizes children in essence. When the pandemic period and the measures, and practices to combat it are evaluated in terms of children, they are generally evaluated in terms of the concept of Young-Bruehl's childism (children hostility). This study sees the evaluation of the pandemic period from this perspective as an opportunity to make visible the injustice that children constantly face due to their age. In general, Young-Bruehl's concept is an important tool for recognizing and defining all kinds of prejudiced, discriminatory, and unfair situations and practices against children, while Wall's concept of childism provides a functional guide to stand up to this prejudice and injustice and to ensure the evaluation of children in the same way as adults by empowering them.

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Children and childhood are increasingly considered as a theological concern. In this contribution, an overview of various perspectives on children, childhood, and Christian theology is presented. The article describes a diversity of images of children as they figure in social sciences, in biblical studies, in the history of theology, in ethics, and in practical and systematic theology. By considering these images, it will become clear how children are sometimes considered as passive objects but, in recent times, mostly as active subjects showing resilience and agency. Children are not only to be protected; they also have a voice. This idea is made explicit in recent scholarship on the relationship of church communities with children, on children and liturgy, religious education, and pastoral care.

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]

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]

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]

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]

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]

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]

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]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH 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.)

Background: In Africa, remnants of colonisation and the effects of coloniality have influenced childhood in ways dissimilar to those in other parts of the world. Objectives: This article contests against universalised theorising of children, advocates for Afrocentric approaches to childhood studies on African children, and makes a case for Afrocentric pedagogy in the psychology of child sexual violence and childhood trauma. Methodology: The arguments in this article are informed by a rapid review of doctoral research on the history of violence in South Africa and developmental theory to understand how children make meaning of the experience of sexual violence-related trauma. Results: South Africa's history of colonisation and Apartheid significantly contributes to child outcomes. Decolonial thought and African-centered theorising must be applied to childhood studies in Africa for a contextual understanding of African childhoods. They must centre on the needs and worldviews of Africans. Conclusion: Education is an instrument of enculturation; therefore, pedagogy should reflect the people it studies. The methods and practice in teaching childhood studies in psychology in Africa must humanise both children and professionals. Contribution: The article addresses the questions of relevance in childhood studies in Africa and advances recommendations for how academics and practitioners in childhood sexual violence and psychology should work with complex knowledge in childhood studies pedagogy. [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.)

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.)

Abstract Background Children are the focus of numerous health interventions throughout the world, yet the extent of children’s meaningful participation in research that informs the adaptation, implementation, and evaluation of health interventions is not known. We examine the type, extent, and meaningfulness of children’s participation in research in qualitative health intervention research. Method A scoping study was conducted of qualitative published research with children (ages 6–11 years) carried out as part of health intervention research. Following Arksey and O’Malley’s scoping study methodology and aligned with the PRISMA-ScR guidelines on the reporting of scoping reviews, the authors searched, charted, collated, and summarized the data, and used descriptive and content analysis techniques. Ovid MEDLINE was searched from 1 January 2007 to 2 July 2018 using the keywords children, health intervention, participation, and qualitative research. Study selection and data extraction were carried out by two reviewers independently. Results Of 14,799 articles screened, 114 met inclusion criteria and were included. The study identified trends in when children were engaged in research (e.g., post-implementation rather than pre-implementation), in topical (e.g., focus on lifestyle interventions to prevent adult disease) and geographical (e.g., high-income countries) focuses, and in qualitative methods used (e.g., focus group). While 78 studies demonstrated meaningful engagement of children according to our criteria, there were substantial reporting gaps and there was an emphasis on older age (rather than experience) as a marker of capability and expertise. Conclusions Despite evidence of children’s meaningful participation, topical, geographical, and methodological gaps were identified, as was the need to strengthen researchers’ skills in interpreting and representing children’s perspectives and experiences. Based on these findings, the authors present a summary reflective guide to support researchers toward more meaningful child participation in intervention research.

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.

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]

This text presents the dossier "Urban childhood in social science: problems and methodologic challenges". It aims to situate the main questions which characterizes the works on the relation between childhood and city. In the first part, we indicate how urban studies (Seixas 2003; Harvey 2008; Fernandez Martorell 2009) and childhood studies (Balagopalan 2019; Castro Seixas 2022; Sarmento 2018) have interfaces in the analysis of some topics: the right for the city; appropriation of the public space and children participation in the city; socio-territorial inequality and childhood, and the children as political actors in the city. In the second part, we suggest a brief systematization of articles, dialoguing with Brazilian, Spanish, Argentinean, and British researchers. It points out interdisciplinarity and denouncements. We seek to collaborate in the contemporary debates about the multiple urban childhood built in different spaces in the city and in different city in the world, highlighting methodological, epistemological, and ethical challenges. [ABSTRACT FROM AUTHOR]

Diverging definitions and uses of concepts such as “ageism,” “aetonormativity,” “adultism,” and “childism” point at the relative separateness of the fields of childhood studies, age studies, and children’s literature studies, while also highlighting their shared interest in questions of age, prejudice, and agency. This article uses John Wall’s concept of “childism” to highlight the potential of bringing these fields into conversation to explore intergenerational relationships. Using Anne Fine’s The Granny Book (1983) as a case study, it shows, moreover, that children’s books themselves can help foster the paradigm shift that Wall envisages with childism. Fine’s novel about four children’s resistance to their parents’ plans to move their grandmother out of their home thematises processes of othering, ageist prejudices, human rights, and intergenerational dialogue and care. While provocative scenes and gaps in the story may pose hurdles to children’s engagement and even risk reinforcing ageist stereotypes, the novel testifies to a belief in young readers’ agency and the potential for intergenerational understanding that Wall puts central in his concept of childism.

In social sciences, the notion of institutionalisation of childhood is well established as a concept for theorizing childhood and analysing the social position of children in modern societies. Among scholars, there is broad agreement that the institutionalisation of education, especially scholarisation, makes up a major part of the institutionalisation of childhood. Assuming that both processes of institutionalisation are entangled, this paper will, nonetheless, argue, that they should not be confused with each other. Otherwise, it would not possible to study how these processes are related and interfere. In a first step, it will be illustrated in how far the institutionalisation of childhood can systematically and analytically be distinguished from the notion of the institutionalisation of education. In a second step, the relationship of both processes will be further clarified by referring to empirical findings and data of two research projects. Besides the interference, the two examples demonstrate as well the different theoretical conclusions which both perspectives suggest.