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The purpose of this special issue is to present work that moves beyond the dominant logic of childhoods as imposed on those who are younger, and instead, to demonstrate how critical empirical qualitative investigations that honor, as well as answer, the complex political and life worlds of children in the present and the past offer a way forward; a path that supports communities and the public institutions important to them so that all children can thrive and become the persons they want to be. To do so, these articles draw on different theoretical and methodological critical orientations and traditions to broadly consider the ways in which cultural studies rooted in critical qualitative research can generate knowledges that expand conceptualizations of/for multiple worlds of children/childhood. In doing so, these pieces examine the contemporary, multiple, and immanent cultural worlds and life conditions of children and notions of childhood—both past and present. Such work speaks to the complex, and often unjust, worlds of children and childhoods, and in doing so, the authors propose and illuminate discourse, policy, and relationship changes and actions required to address the complex pressing needs faced by children across a range of communities and/or public institutions. [ABSTRACT FROM AUTHOR]

Decision-makers not listening to First Nations are taking risks failing to prepare young people for accelerating climate changes. In 2022, three families – one Yamatji Nation, and two settler families across Widjabul / Wia-bal Country and Boonwurrung Country – tuned into the concepts of Country, Climate and Childhood while communicating onto a bodyplaceblog. Ngan’gikurunggurr peoples call to listen to other perspectives as, ‘Dadirri’ (deep listening), and Boonwurrung peoples’ define a listening as fleeting – ‘Yama-bul ngarnga-dha’ – so you better listen up! Listening first to First Nations lands and voices, an allied posthuman performative play produced streams of words and images as families composed contributions that applied agency to the concepts of Country, Climate and Childhood during rising and falling floodwaters. Some attentive conversations surfaced care for children’s ways of knowing, being and doing, glimpsing the climate of a childhood on Country in the climate era. During rising and falling floodwaters, the bodyplaceblog produced rafts of words and images that highlighted childhood’s inclination to ebb, flow, go deep, become still, and sometimes surface attention to more ethical futures among other things. while accompanying children through Country’s climatehood era, children’s companions can commit to notice ‘Country’ everyday, beginning by asking: How am I Country-conscious? [ABSTRACT FROM AUTHOR]

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Drawing on Tim Ingold’s conceptualization of taskscape, this article explores children´s being and working within the landscape through childhood memories and walking ethnography. It examines situated relationships among children, common bracken and cows as they jointly inhabited and shaped steljniki – specific patches of land in South Eastern Slovenia. In contrast to conventional perspectives that narrowly frame children’s work as either an economic necessity or an educational endeavour, our emphasis is on the symmetrical unfolding of work in the multispecies collaboration of children, common bracken and cows in shaping the landscape in keeping with the seasons, natural rhythms, topography, soil composition and temporality. Situated in the context of the subsistence agriculture of extensive farming, where children have actively participated in work for generations, our study reimagines work within multispecies relationality. This conceptual shift responds to the imperative of challenging prevailing paradigms governing the relationship between young people and the environment. [ABSTRACT FROM AUTHOR]

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Copyright of Anuario de la Escuela de Historia (Virtual) is the property of Anuario de la Escuela de Historia Virtual 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.)

Our participation in the XIX Argentine Congress of Therapeutic Accompaniment (AT) organized by the Argentine TA Association (AATRA) at the Faculty of Psychology of the National University of Mar del Plata (UNMDP) motivated a shared writing task in which we propose to think creatively about the about the function of the therapeutic companion (at) as an agent of health and change, through reference and the theoreticalclinical assembly regarding the problems of a girl who, in her transition through puberty, called us to the review of an approach that recreated the importance of interdisciplinary work. The creativity (Winnicott, 1996) of a multi-referential framework (Bálsamo, 2022) allowed us to think about a living space and professional determinations when therapeutically accompanying the emotional development of the girl mentioned as a patient and accompanied In our record of the AT and its meaning, protecting the conditions of right to the psychic process, to the instance of changing and growing, strongly refers us to a place of production of a subjectivity with ample space for the subjectifying (Frison, 2023). It is a position that ethically leads us towards a desire that privileges the singular in listening. A transitionality (Winnicott, 1996) that implies a maintenance in continuity of offering expression to the being, promoting the event and emancipation (Bálsamo, 2022). The presence, his observation and listening available in the exercise of his practice, his place in the interdisciplinary team, make the importance of the function of the at. [ABSTRACT FROM AUTHOR]

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Girls and boys are immersed in social discussions to validate their agency. There are imaginaries, representations and narratives around childhood that designate the place of girls and boys in different cultures. The issue of intersections in childhood requires expanding debates and problematizing structural issues of the life course in relation to gender, age, ethnicity and social class, to account for their impact on girls and boys. At the same time, displace imaginaries from colonialism and mobilize a social consciousness that recognizes diversity not as a dichotomy between us and the others, but as the protagonism of dignity. This article explores, based on documentary research, the conditions under which boys and girls from different regions of Colombia access education, in the midst of situations such as migration, ethnicity, displacement and multiple forms of family poverty. It is concluded, therefore, that racialized girls and boys are at greater social disadvantage, given their socio-historical living conditions.

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The study of time and temporality can provide a critical understanding of the migration process and be analysed to understand temporal governance and migrants' lived temporal experiences. This article draws on Cwerner's understanding of time politics and Griffiths' theorisation of temporal tensions to consider how temporal governance and temporal regulations affect children's lived temporalities. The article draws on ethnographic fieldwork in the tradition of the sociology of childhood to explore children's lived experiences of time and temporalities in the Swedish asylum reception system and the resettlement process. The article shows how the children's lived experiences entailed different dimensions of time and temporalities and considers how time politics and temporal tensions affect childhood conditions. The article particularly explores children's lived experiences of the temporalities embedded in migration politics concerning school and housing. The article argues that children's lived experiences of time and temporality may contribute to an understanding of how the time politics embedded in the asylum reception system and the resettlement affects the conditions of asylum childhoods and in turn has an impact on children's rights. [ABSTRACT FROM AUTHOR]

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Based on Gender Studies and the Sociology of Childhood, this article seeks to understand and analyze the strategies that children establish to deal with the gender scripts addressed to them in everyday Early Childhood Education. The results of the analysis show that they seek more plural ways of living their experiences as girls and boys, even though they are educated based on binary concepts that try to impose a repeated control of children’s bodies. The research, of ethnographic inspiration, was developed based on participant observation with four-year-old children, in a public early childhood education school, in the Metropolitan Area of Porto Alegre/RS/Brazil.

Abstract Children, or people under 18 years-old, represent 30% of the world population. While Childhood Studies gained attention in the last decades, in Brazil this topic remains incipient. In 2022 the Group of Studies on Childhoods and International Relations (GEIRI) mapped the open depositories for dissertations of Brazilian universities with IR programmes to understand how children appear as an IR issue. Using the framework of Global IR, this article presents two main contributions by analysing this novel data: a) ontological contribution by understanding Childhood Studies as a Global IR topic and Brazilian practices and interactions to see IR outside of a Western perspective and b) methodological contribution by analysing how students contribute to the IR knowledge production on Children and IR in Brazil mostly as international security and human rights issues.

This article explores the relationship between literature, childhoods, and youth in the educational sphere during the Popular Unity administration (UP) in Chile (1970–1973). The Chilean revolutionary process had curricular and pedagogical repercussions, exposing discomfort towards educational curricula and the hegemony of pedagogical methodologies employed for teaching literature in Chile. Rather than a concrete step-by-step programme for curricular and pedagogical reforms, this research will shed light on the array of institutional interventions and proposals that sought to redefine the relationships among childhoods, youths, and literature during the UP, aimed at dissolving idealised and elitist notions of literature into more ample categories of artistic works. I argue that such proposals illuminate perceptions of childhood and adolescence imbued with ideas of purity and contamination, in which cultural actors in the ecosystems of literature and education regard themselves as impervious to the risks of manipulation and, from the certainty of their positions, test various strategies to shape future citizens that meet the needs of Chile's socialist project. [ABSTRACT FROM AUTHOR]

Objective: User surveys show that children are consuming and producing content in digital informational environments that sometimes disregard and other times exploit their vulnerabilities or needs. These are environments where a new type of economic system operates, which seeks to modulate people's behavior by monetizing data through continued surveillance. In this sense, the objective of this paper is to present grounds and proposals about why and how childhoods need to be acknowledged by Information Science. Methods: This article uses theoretical research based on literature as a method. Here, Benjamin's critique of metaphysical and instrumental approaches is taken as a starting point, and the child is seen as a social being under construction, with its own languages, cultures and knowledge. The issue is approached based on the view of the child as a subject who, since its early years, is determinant and historically determined. Childhood is seen as an important part of a historical moment. Results: As a result of our theoretical analysis, we highlight possibilities of using critical information theory to compose diagnoses and propose the path of critical information literacy that, hand in hand with critical theory and critical pedagogy, aims to provide children with a critical awareness in favor of their autonomy as an individual. Conclusions: this study concludes that Information Science has important conceptual bases and sufficient analysis tools to support the development of emancipatory practices for contemporary childhoods. [ABSTRACT FROM AUTHOR]

This paper seeks to analyze various developments in the relationship between childhoods, youth and sexualities that have appeared in public schools in the era of restriction and persecution that has characterized sex education over the course of the last decade in Brazil. To speak about childhood is to speak about bodies and as such, to speak about sexuality, and the interpersonal relationships that occur in school spaces, which are primary, essential sites of sex and gender socialization. As such, in the face of the censorship imposed on these themes in recent educational plans and policies, as well as in the National Common Curricular Base, and in the face of the systematic persecution of teachers interested in exploring these issues, our intention in this paper is to investigate the place of the body and sexuality in school settings, especially in times of neoconservatism and post-fascism. By the former, we understand those new agencies that promote and propagandize a set of reactionary values among the Brazilian population; by the latter, we mean those spheres of sociability and collective action and reaction that function in an atmosphere of moral panic, and promote an ideology saturated by both implicit and explicit violence and repression. To support our analysis, we explore three school settings whose practice of sexuality education acts to resist neoconservative and post-fascist norms. These three cases, vilified as they are in the right wing mainstream as being responsible for the destruction of the traditional heteronormative Brazilian family, should, we argue, be valued as educational practices that promote safe childhoods and positive social reconstruction. [ABSTRACT FROM AUTHOR]

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Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid 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.)

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It presents problematizations based on inclusive practices in the educational context of a Municipal Center for Early Childhood Education in the city of Serra in the State of Espírito Santo, Brazil. It aims to make visible and debate possibilities of conversations between early childhood education, care, social reality, learning and children's well-being, at a time when there is a growing increase in the number of children called, at this time, atypical. It investigates from networks of conversations and research with everyday life; modes of resistance as an aesthetic experimentation of living childhoods in their highest potency in the school context. It weaves approaches with the theoretical intercessions of Deleuze (2006, 2010), Freire (2000, 2005), Kohan (2004), among others that problematize education as an invention of worlds and resistance. It invests in affective compositions, based on an attentive and sensitive listening to childhoods and the contexts experienced with school daily life, in the invention of possible worlds that can affirm life and learning as a strength, in the face of social vulnerabilities. [ABSTRACT FROM AUTHOR]

The article seeks to understand the meanings that have been attributed to the processes of evaluating learning in early childhood education, based on the analysis of evaluation reports of children enrolled in three Municipal Centers for Early Childhood Education, located in peripheral territories of the city of Vitória-ES. Based on authors such as Hoffmann (2012) and Godoi (2010), it discusses the assessment of learning, reflecting on how assessment reports have considered the social contexts of impoverished children's lives. It resorts to the assumptions of action-research, systematized in an extension course with Early Childhood Education professionals. The course made it possible to direct views towards classifying and excluding evaluative practices. An education focused on the schooling of children was evidenced based on hegemonic models also present in the evaluations, which disregard social realities. It was possible to rethink, together with the collective, educational-evaluative practices that respect children's subjectivities, in a movement in defense of a public and quality education, effectively inclusive. [ABSTRACT FROM AUTHOR]

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The aim of this article is to state the importance of sociability and circulation through territory by children in relation to certain apprenticeships related to the progressive development of abilities, skills and knowledge necessary for the future production and social reproduction and the construction of social identifications. Following this aim I will focus on the ethnographic analysis of the daily practices of a group of children mbya and criollos in Misiones, Argentina. I will consider the ethnic question and focus on the appropriation of the division between relatives and non-relatives that occurs among the first years of life.

In this article, we reflect on how practices of children’s consumer culture interfere with the exercise of rights by children who are consumers and producers of content on digital platforms. It is our aim to offer a communicational perspective to a broader discussion on the processes of child socialization within the scope of digital culture. So, this article intends to highlight some of the challenges for the exercise of children’s digital citizenship based on the Brazilian experience. It also aims to insert Brazilian research in the international debate on children’s rights on the internet. To carry out this discussion, we mobilize theoretical and empirical studies produced in Brazil and map national legal framework that supports the notion of digital citizenship for children. The theoretical effort of this work has pointed out at least two dynamics that explain the way in which the logics of consumption permeate the exercise of the rights of active children on social network platforms: the appropriation of the right to freedom of speech in order to enable child labor, and the conversion of the right to information into processes of publicizing brands in children’s daily lives. We conclude that although Brazil offers a set of legal systems that guarantee the right of children to communication, the exercise of digital citizenship faces a series of challenges. In this sense, public policies which target children in the online ecosystem are needed so that they can participate in this environment without losing their protection guarantees.

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina 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.)

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Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid 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 article, we reflect on how practices of children's consumer culture interfere with the exercise of rights by children who are consumers and producers of content on digital platforms. It is our aim to offer a communicational perspective to a broader discussion on the processes of child socialization within the scope of digital culture. So, this article intends to highlight some of the challenges for the exercise of children's digital citizenship based on the Brazilian experience. It also aims to insert Brazilian research in the international debate on children's rights on the internet. To carry out this discussion, we mobilize theoretical and empirical studies produced in Brazil and map national legal framework that supports the notion of digital citizenship for children. The theoretical effort of this work has pointed out at least two dynamics that explain the way in which the logics of consumption permeate the exercise of the rights of active children on social network platforms: the appropriation of the right to freedom of speech in order to enable child labor, and the conversion of the right to information into processes of publicizing brands in children's daily lives. We conclude that although Brazil offers a set of legal systems that guarantee the right of children to communication, the exercise of digital citizenship faces a series of challenges. In this sense, public policies which target children in the online ecosystem are needed so that they can participate in this environment without losing their protection guarantees. [ABSTRACT FROM AUTHOR]

This paper – at the intersection of childhood studies, island studies, and geographies of place – explores place and sense of belonging in relation to the childhood memories of people from a Faroese village community in a time of societal shift. It examines and analyses the role of and dynamic connection between everyday life practices, local knowledge, and intra- and intergenerational relations in children's place-making practices and narratives. It aims to scrutinize in which sense the interplay between past and present, and between processes of continuity and discontinuity, in people's childhood narratives reflects their relations to place and ties to the past. It investigates the meaning of the coast and ocean in childhood memories, everyday life activities, and local maritime culture in a village community with strong connection to modern large-scale fisheries. It suggests that children's place-making processes and future orientations are influenced by family relations, social capital, local knowledge, and innovation. [ABSTRACT FROM AUTHOR]

Copyright of O Social em Questão is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro 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 TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University 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.)

Keywords: Schooling; India; exclusion; modernity; childhoods EN Schooling India exclusion modernity childhoods 741 746 6 12/13/22 20221201 NES 221201 In the last two decades, a large body of critical work has sought to de-naturalise childhoods and decentre the normative and universalistic models of childhood produced in the Global North (see Kay, Tisdall, and Punch [23]). Further, digital schooling has also called for increased participation of family members in children's school routines, especially mothers, whose key role in transacting the learning process, has largely remained invisible and less researched due to the schools' separations between "classwork" and "homework". Schools and schooling pedagogies have deep roots in India's social imagination and political articulation of modern subjectivities. In effect, schools enforce various divisions simultaneously - between school and non-school time; child and adult spheres of work and knowledge; public and private selves; past, present, and future divisions and prioritisation of time. [Extracted from the article]

Copyright of Crítica y Resistencias: Revista de conflictos sociales latinoamericanos is the property of Fundacion El llano - Centro de Estudios Politicos y Sociales de America Latina (CEPSAL) 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 text aims to reflect on the history of children and adolescents and its intersection with the history of education. It is believed that through this analysis it is possible to understand the construction process around this group and its relationships with different historical contexts. For this, the main educational legislation developed in Brazil until the 1970s will be used, when the country was experiencing the civil-military dictatorship.