front cover of Landscape for a Good Woman
Landscape for a Good Woman
A Story of Two Lives
Carolyn Kay Steedman
Rutgers University Press, 1987

This book is about lives lived out on the borderlands, lives for which the central interpretative devices of the culture don't quite work. It has a childhood at its centre - my childhood, a personal past - and it is about the disruption of that fifties childhood by the one my mother had lived out before me, and the stories she told about it.'

Intricate and inspiring, this unusual book uses autobiographical elements to depict a mother and her daughter and two working-class childhoods (Burnley in the 1920s, South London in the 1950s) and to find a place for their stories in history and politics, in psychoanalysis and feminism.

'Provocative and quite dazzling in its ambitions. . . Beautifully written, intellectually compelling'.' Judith Walkowitz

'Carolyn Steedman's 1950s South London childhood was shaped by her mother's longing: "What she actually wanted were real things, real entities, things she materially lacked, things that a culture and a social system withheld from her... When the world didn't deliver the goods, she held the world to blame." When Carolyn Steedman grows up and begins to look for reflections of her and her mother's lives in history, theory, and literature, she finds that "the tradition of cultural criticism that has employed working-class lives, and their rare expression in literature, has made solid and concrete the absence of psychological individuality - of subjectivity." Through an in-depth comparison of personal experience and prevailing political and social science theory on the psychology and attitudes of working-class people, Landscape for a Good Woman challenges an intellectual tradition that denies "its subjects a particular story, a personal history, except when that story illustrates a general thesis." In this poignantly written and thoroughly researched work, the common theoretical conclusion that the survival struggles of working-class people precludes the time necessary for more genteel "elaboration of relationships" is shot full of delightfully life-affirming holes.' -
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From 500 Great Books by Women; review by Jesse Larsen.
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Learning a New Land
Immigrant Students in American Society
Carola Suárez-Orozco, Marcelo M. Suárez-Orozco, and Irina Todorova
Harvard University Press, 2010

One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.

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Learning Race, Learning Place
Shaping Racial Identities and Ideas in African American Childhoods
Winkler, Erin N
Rutgers University Press, 2012

In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers.

Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.

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Learning the Hard Way
Masculinity, Place, and the Gender Gap in Education
Morris, Edward
Rutgers University Press, 2012

An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?

Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.

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Legislating the French Family
Feminism, Theater, and Republican Politics: 1870-1920
Pedersen, Jean E
Rutgers University Press, 2003
Legislating the French Family examines family law reform in France from the foundation of the Third Republic in 1870 to the aftermath of World War I in 1920. Combining literary and historical approaches, Jean Elisabeth Pedersen provides a unique perspective on the political culture of modern France, analyzing French "problem" plays and their reception both as a measure of public opinion and as a force for social change. This new approach reveals the complex cultural narratives within, against, and in spite of which feminists, journalists, medical experts, playwrights, and politicians contended. Pedersen’s work demonstrates how republican political debates over divorce, illegitimacy, abortion, and birth control both provoked and responded to larger arguments about the meanings of French citizenship, national identity, and imperial expansion. She argues that these debates complicated the idea of French citizenship, exposed the myth of the supposedly ungendered individual citizen, and reveal to us the intricate intersections among conflicts over family law, sexual politics, class structure, religious belief, republican citizenship, national identity, and imperial policy.
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Legitimating Life
Adoption in the Age of Globalization and Biotechnology
van Wichelen, Sonja
Rutgers University Press, 2019
The phenomenon of transnational adoption is changing in the age of globalization and biotechnology. In Legitimating Life, Sonja van Wichelen boldly describes how contemporary justifications of cross-border adoption navigate between child welfare, humanitarianism, family making, capitalism, science, and health. Focusing on contemporary institutional practices of adoption in the United States and the Netherlands, she traces how professionals, bureaucrats, lawyers, politicians, social workers, and experts legitimate a practice that became progressively controversial. Throughout the past few decades transnational adoption transformed from a humanitarian response to a means of making family. In this new manifestation, life becomes necessarily economized. While push and pull factors, demand and supply dynamics, and competition between agencies set the stage for the globalization of adoption, international conventions, scientific knowledge, and the language of human rights universalized the phenomenon. Van Wichelen argues that such technoscientific legitimations of a globalizing practice are rearticulating colonial logics of race and civilization. Yet, she also lets us see beyond the biopolitical project and into alternative ways of making kin. 

 
 
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Life in a Cambodian Orphanage
A Childhood Journey for New Opportunities
Kathie Carpenter
Rutgers University Press, 2021
What is it like to grow up in an orphanage? What do residents themselves have to say about their experiences? Are there ways that orphanages can be designed to meet children's developmental needs and to provide them with necessities they are unable to receive in their home communities? In this book, detailed observations of children's daily life in a Cambodian orphanage are combined with follow-up interviews of the same children after they have grown and left the orphanage. Their thoughtful reflections show that the quality of care children receive is more important for their well-being than the site in which they receive it. Life in a Cambodian Orphanage situates orphanages within the social and political history of Cambodia, and shows that orphanages need not always be considered bleak sites of deprivation and despair. It suggests best practices for caring for vulnerable children regardless of the setting in which they are living.
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Life on the Malecón
Children and Youth on the Streets of Santo Domingo
Jon M. Wolseth
Rutgers University Press, 2013

Life on the Malecón is a narrative ethnography of the lives of street children and youth living in Santo Domingo, Dominican Republic, and the non-governmental organizations that provide social services for them. Writing from the perspective of an anthropologist working as a street educator with a child welfare organization, Jon M. Wolseth follows the intersecting lives of children, the institutions they come into contact with, and the relationships they have with each other, their families, and organization workers.

Often socioeconomic conditions push these children to move from their homes to the streets, but sometimes they themselves may choose the allure of the perceived freedoms and opportunities that street life has to offer. What they find, instead, is violence, disease, and exploitation—the daily reality through which they learn to maneuver and survive. Wolseth describes the stresses, rewards, and failures of the organizations and educators who devote their resources to working with this population.

The portrait of Santo Domingo’s street children and youth population that emerges is of a diverse community with variations that may be partly related to skin color, gender, and class. The conditions for these youth are changing as the economy of the Dominican Republic changes. Although the children at the core of this book live and sleep on avenues and plazas and in abandoned city buildings, they are not necessarily glue- and solvent-sniffing beggars or petty thieves on the margins of society. Instead, they hold a key position in the service sector of an economy centered on tourism.

Life on the Malecón offers a window into the complex relationships children and youth construct in the course of mapping out their social environment. Using a child-centered approach, Wolseth focuses on the social lives of the children by relating the stories that they themselves tell as well as the activities he observes.

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Listen to the Poet
Writing, Performance, and Community in Youth Spoken Word Poetry
Wendy R. Williams
University of Massachusetts Press, 2018
Youth spoken word poetry groups are on the rise in the United States, offering safe spaces for young people to write and perform. These diverse groups encourage members to share their lived experiences, decry injustices, and imagine a better future. At a time when students may find writing in school alienating and formulaic, composing in these poetry groups can be refreshingly relevant and exciting.

Listen to the Poet investigates two Arizona spoken word poetry groups—a community group and a high school club—that are both part of the same youth organization. Exploring the writing lives and poetry of several members, Wendy R. Williams takes readers inside a writing workshop and poetry slam and reveals that schools have much to learn about writing, performance, community, and authorship from groups like these and from youth writers themselves.
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Literature and the Child
Romantic Continuations, Postmodern Contestations
James Holt Mcgavran
University of Iowa Press, 1999
The Romantic myth of childhood as a transhistorical holy time of innocence and spirituality, uncorrupted by the adult world, has been subjected in recent years to increasingly serious interrogation. Was there ever really a time when mythic ideals were simple, pure, and uncomplicated? The contributors to this book contend—although in widely differing ways and not always approvingly—that our culture is indeed still pervaded, in this postmodern moment of the very late twentieth century, by the Romantic conception of childhood which first emerged two hundred years ago.
In the wake of the French Revolution and the Industrial Revolution, western Europe experienced another fin de siècle characterized by overwhelming material and institutional change and instability. By historicizing the specific political, social, and economic conflicts at work within the notion of Romantic childhood, the essayists in Literature and the Child show us how little these forces have changed over time and how enriching and empowering they can still be for children and their parents.
In the first section, “Romanticism Continued and Contested,” Alan Richardson and Mitzi Myers question the origins and ends of Romantic childhood. In “Romantic Ironies, Postmodern Texts,” Dieter Petzold, Richard Flynn, and James McGavran argue that postmodern texts for both children and adults perpetuate the Romantic complexities of childhood. Next, in “The Commerce of Children's Books,” Anne Lundin and Paula Connolly study the production and marketing of children's classics. Finally, in “Romantic Ideas in Cultural Confrontations,” William Scheick and Teya Rosenberg investigate interactions of Romantic myths with those of other cultural systems.
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Lives on the Edge
Single Mothers and Their Children in the Other America
Valerie Polakow
University of Chicago Press, 1993
One out of five children, and one out of two single mothers, lives in destitution in America today. The feminization and "infantilization" of poverty have made the United States one of the most dangerous democracies for poor mothers and their children to inhabit. Why then, Valerie Polakow asks, is poverty seen as a private issue, and how can public policy fail to take responsibility for the consequences of our politics of distribution? Written by a committed child advocate, Lives on the Edge draws on social, historical, feminist, and public policy perspectives to develop an informed, wide-ranging critique of American educational and social policy. Stark, penetrating, and unflinching in its first-hand portraits of single mothers in America today, this work challenges basic myths about justice and democracy.
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logo for Intellect Books
Local Childhoods in Global Times
Edited by Anette Hellman and Susanne Garvis
Intellect Books, 2022
A reflection on early childhood experiences in a global context, both before and after the onset of the COVID-19 pandemic.

In this volume, contributors from across the globe provide examples of local childhoods from different national contexts including the United States, Australia, Finland, Hong Kong, Indonesia, Japan, Norway, and Sweden. Each chapter presents a different focus on early childhood, showing the diversity and complexity across multiple countries. Key topics explored include multi-language development, nationalism, and multiculturalism. Across the chapters, concepts around cultural theories of everyday life show how practices of and concerning children function to produce childhood as an artifact, fiction, and instrument.

The COVID-19 pandemic has demanded major changes around learning, agency, voice, and lived experience for children around the world, and this book aids readers in understanding how changing perspectives on children and childhood and identity are expressed among children, families, and educators in and outside educational environments. It brings together active researchers in the field of global childhoods to sustain and develop our community of research and scholarship, promoting internationalization through global childhoods as a way of cultural diversity and acceptance. It will be a useful resource for students and academics in early childhood education and education studies more generally, as well as practitioners and educators.
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