Children, Childhood, and Everyday Life
Children’s perspectives, 2nd Edition
Traditional work on child development is often based on notions of an individual and decontextualized child. This volume involves a contribution to the rethinking of development: it presents a number of situated studies where children’s perspectives are documented through their interaction with others in situated practices, in family life and school and across social contexts.
This volume offers a toolkit for analyzing children’s perspectives and participation over time. In prior work, the interview has often been seen as the cardinal method – or the only method – for studying children’s perspectives. This anthology includes vignettes and case studies, with descriptions of children’s actions in situated activity settings as well as illustrative transcripts from video-recorded social interaction. It opens up toward a broader view of ‘development’ in that it documents how children’s and youths’ perspectives and agency can be studied through their ways of interacting (or not interacting) in everyday life. One aspect of this is their verbal and nonverbal participation in family life and the social landscape of schools. Another feature is that it involves several chapters that problematize ‘impaired practices’ and dilemmas in the teaching of children with dysfunctions. The book as a whole is rich in empirical ethnographic examples that highlight life trajectories in and across social contexts.
Moreover, it features interview data and narratives that include children’s and youths’ own reflections on their lives and experiences of the social demands of family and school. This includes their own thoughts on being or becoming members of local communities.
Rethinking Development: Situated Studies of Children’s Perspectives, Karin Aronsson, Mariane Hedegaard, Charlotte Højholt, and Oddbjørg Skjær Ulvik. SECTION I: FAMILY LIFE AS A SOCIAL ARENA. Children’s Creative Modeling of Conflict Resolutions in Everyday Life: Family Life as a Site of Learning and Development, Mariane Hedegaard. Daily Practices and The Time Politics of Family Life, Karin Aronsson. Money Talks: Children’s Consumption and Becoming in the Family, Lucas Gottzén. Constructions of a Culturally Adequate Child: Foster Parents’ Developmental Goals and Strategies for Their Foster Children, Oddbjørg Skjær Ulvik. SECTION II: THE SOCIAL LANDSCAPE OF SCHOOLS AND RESIDENTIAL CARE. Children’s Perspectives and Learning Communities, Charlotte Højholt. Family Problems: Exploring Dilemmas and Complexities of Organizing Everyday Family Life, Dorte Kousholt. Paradoxes of Inclusion: Administrative Procedures and Children’s Everyday Lives, Maja Røn-Larsen. Using the Child Perspective to Support Children With Severe Impairments in Becoming Active Subjects, Louise Bøttcher. Residential Care and Children’s Development of Agency in Everyday Life, Ida Schwartz. SECTION III: CHILDREN’S OWN REFLECTIONS ON SOCIAL LIFE AND DEVELOPMENT. “Being Oneself” and “Being of Use”: On Children’s Appropriation of Values, Ruth E. Toverud. Being a Child, Coming of Age: Exploring Processes of Growing Up, Liv Mette Gulbrandsen. Social Identity in Transition: Two Boys’ Stories When Changing School, Ditte Winther-Lindqvist. “Remaining the Same” and Children’s Experience of Development, Pernille Hviid.
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