Sociological studies of children and youth最新文献

Sociological studies of children and youth Pub Date : 2022-09-16 DOI: 10.1108/s1537-4661202230

引用次数: 0

Children and Youths' Migration in a Global Landscape 全球环境中的儿童和青年移民

Sociological studies of children and youth Pub Date : 2022-05-24 DOI: 10.1108/s1537-4661202229

D. Kinney, K. Rosier, B. Edited, A. Atterberry, D. G. McCallum, Tu Siqi, Amy C. Lutz, Loretta E. Bass, A. Atterberry, Derrace Garfield

引用次数: 0

Bringing Children Back into the Family: Relationality, Connectedness and Home 把孩子带回家庭:关系、联系和家

Sociological studies of children and youth Pub Date : 2020-09-25 DOI: 10.1108/s1537-4661202027

引用次数: 5

Rethinking Young People’s Lives Through Space and Place 通过空间和地点重新思考年轻人的生活

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026001

Anuppiriya Sriskandarajah

引用次数: 0

Public Spaces as Loci of Education and Identity Building. Paul Maerky and the Lives of Messengers and Apprentices in Geneva’s Horological District, 1871–1876 公共空间作为教育和身份建设的场所。保罗·梅基和日内瓦钟表区的信使和学徒的生活，1871-1876

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026002

Diana Volonakis

{"title":"Public Spaces as Loci of Education and Identity Building. Paul Maerky and the Lives of Messengers and Apprentices in Geneva’s Horological District, 1871–1876","authors":"Diana Volonakis","doi":"10.1108/s1537-466120200000026002","DOIUrl":"https://doi.org/10.1108/s1537-466120200000026002","url":null,"abstract":"In Memoires of a cabinotier (Memoir of a watchmaker), a 60-year history of the Genevan watch manufacture (1931), the author Paul Maerky recalls his early years apprenticing in Saint-Gervais, Geneva’s horological district, better known as La Fabrique. Located in the heart of Geneva on the right bank of the river Rhone, the Saint-Gervais district established itself as a major Swiss center of horological production spanning the eighteenth and nineteenth centuries. Maerky’s autobiography is a lively and detailed account of apprenticed life in Saint-Gervais from 1871 to 1876. Drawing from this narrative source, this chapter discusses the Saint-Gervais apprenticeship system as a multisited educational phenomenon, whereby public spaces are conceptualized as an extension of the workshop or the habitual locus of horological knowledge and skill acquisition. This case study of the Saint-Gervais horological craft community in the 1870s analyzes the manner in which youthful apprentices interact with public spaces. Through the physical exploration of the district and its various educational loci, apprentices acquire spatial and relational knowledge. This chapter also discusses the metaphorical meanings assigned to places and their educational function within the context of nineteenth century watchmaking apprenticeship, during which apprentices undertake a metaphorical quest which takes them from childhood into adulthood as full-fledged members of the Genevan watchmaking community. In addition, this case study discusses the function of practical jokes as social mechanisms that regulate youth’s interaction with public spaces. As alternative educational loci, public spaces serve threefold educational functions: (1) to federate an otherwise heterogeneous working-class population around a common identity delineated by known physical and cultural boundaries; (2) to promote apprentice autonomy and foster distrust vis-a-vis outsiders; and (3) to create the setting for youth socialization through play or conflict. This chapter comments on alternative educational loci as relayed by Paul Maerky’s memoir, which include the streets, public fountains, the road to school, and eateries.","PeriodicalId":89011,"journal":{"name":"Sociological studies of children and youth","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1537-466120200000026002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44499952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Re-examining and Re-assembling the Gendered Worlds of Preschool Girls 重新审视和重新组合学龄前女孩的性别世界

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026007

Yeojoo Yoon, A. Henward

引用次数: 2

From Inequality to Social Exclusion: What Do Children Say About School? 从不平等到社会排斥:孩子们对学校有什么看法?

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026005

C. Langfeldt, Â. S. Coutinho

{"title":"From Inequality to Social Exclusion: What Do Children Say About School?","authors":"C. Langfeldt, Â. S. Coutinho","doi":"10.1108/s1537-466120200000026005","DOIUrl":"https://doi.org/10.1108/s1537-466120200000026005","url":null,"abstract":"Departing from the contribution of the Social Studies of Childhood, this research aimed to understand children’s relations with school based on their economic, social, and geographical belongings. In order to understand the way children from a big city in Southern Brazil build their relations with school, 36 children between 11 and 13 years old participated. The research was developed in two public schools in two neighbourhoods which are very different in terms of family income, violence taxes, access to cultural equipment, public green spaces, public and social freedoms, among other characteristics. Both contexts have big inequalities, and one of them is a context of high social vulnerability. Through participant observations, focus group discussions, and registers in notebooks, it was intended to comprehend not just what school represents to the children but also which elements structure their childhood experiences. The listening to children’s voices revealed that school is important for both groups. For the children who attend the school in the border of the city, school represents future, learning, the possibility to be together with their friends, and also a leisure space. For the children who attend the school in the city centre, the institution is their main social space where they can be together with their friends. Children from the city center school also acknowledge that the inequality between public and private schools is a social injustice. In a country constituted by strong social inequalities, children’s knowledge contributed to comprehend how territoriality, poverty, and social exclusion are related and how they shape the relations children establish with school. This chapter aims to discuss how social inequalities create different school representations, highlighting the specificities in each context.","PeriodicalId":89011,"journal":{"name":"Sociological studies of children and youth","volume":"67 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1537-466120200000026005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41249675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Weaving Place-Based Education and Coast Salish Knowledge: Stories from Salt Spring Island 编织基于地方的教育和海岸萨利希语知识:来自盐泉岛的故事

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026008

Jodi Streelasky

{"title":"Weaving Place-Based Education and Coast Salish Knowledge: Stories from Salt Spring Island","authors":"Jodi Streelasky","doi":"10.1108/s1537-466120200000026008","DOIUrl":"https://doi.org/10.1108/s1537-466120200000026008","url":null,"abstract":"This qualitative case study provides a detailed description of the ways a Kindergarten/Grade 1 teacher in a Gulf Islands school, located on Canada’s west coast, integrated place-based education in her practice with young learners. The teacher’s integration of place-based knowledge over a school year, and her incorporation of traditional knowledge linked to local Coast Salish ways of knowing, was in response to the British Columbia Ministry of Education’s mandate to include local Indigenous ways of knowing in all classrooms. This study also reveals the ways an Indigenous educator affiliated with the school district and local community members provided the teacher and students with deeper understandings of Salt Spring Island from a historical, place-based, and Indigenous knowledge perspective. Specifically, the Indigenous educator and community members shared their knowledge on the vegetation on the island and shared information about the animals that lived on or near the island. Throughout the study, the teacher drew on a “critical pedagogy of place,” which focuses on the ecological aspects of place and the tenets of critical pedagogy. This study documented the ways the teacher included local Indigenous knowledge in her practice in culturally relevant and appropriate ways – primarily through outdoor learning experiences. The children also shared their perspectives on these learning experiences. In this study, the place-based learning opportunities provided to the children enabled them to acquire rich insight on the history and ecology of their community and island.","PeriodicalId":89011,"journal":{"name":"Sociological studies of children and youth","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/s1537-466120200000026008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Prelims 预考

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026011

引用次数: 0

Index 指数

Sociological studies of children and youth Pub Date : 2020-06-10 DOI: 10.1108/s1537-466120200000026010

引用次数: 0