This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances.
Author: Casey Y. Myers
This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances. It argues that long-term engagement with children around the topic of meaning-matter relations upends many taken-for-granted notions of consumption, self-regulation, knowledge production, and what constitutes quality of life within a school setting. The book provides complex accounts of agency on multiple scales - the capability of children to shape and share research, the force of objects, stuff, and things to impact the "social" workings of a classroom, and the impact of nonhuman animals on the trajectory of the ways in which children relate to each other. This work makes a significant contribution to both theoretical conceptions and practical enactments of childhoods, productively addressing the many contradictions inherent in a posthuman and participatory approach to researching with young children. It also offers insights into how the everyday materialities of children's classrooms (and their complex representations) are capable of disrupting the common-sense order of things.--
This book offers a new approach for theorising and undertaking childhood research.
Author: Peter Kraftl
This book offers a new approach for theorising and undertaking childhood research. It combines insights from childhood and generational studies with object-oriented ontologies, new materialisms, critical race and gender theories to address a range of key, intractable challenges facing children and young people. Bringing together traditional social-scientific research methods with techniques from digital media studies, archaeology, environmental nanoscience and the visual arts, After Childhood: Re-thinking Environment, Materiality and Media in Children's Lives presents a way of doing childhood research that sees children move in and out of focus. In doing so, children and their experiences are not completely displaced; rather, new perspectives on concerns facing children around the world are unravelled which dominant approaches to childhood studies have not yet fully addressed. The book draws on the author’s detailed case studies from his research in historical and geographical contexts. Examples range from British children’s engagement with plastics, energy and other matter, to the positioning of diverse Brazilian young people in environmental and resource challenges, and from archaeological evidence about childhoods in the USA and Europe to the global circulation of children’s toys through digital media. The book will appeal to human geographers, sociologists, anthropologists, education studies scholars and others working in the interdisciplinary field of childhood studies, as well as to anyone looking for a range of novel, interdisciplinary frames for thinking about childhood.
... literacy screeners 396 bright children 83 Bring Your Own Device (BYOD) 31
Brooker, L. 145 Brown, K.M. 55 Bruehel, ... children 325–326 children's literacy
development and parental support 327 children's materialities and artifacts 21–
Author: Natalia Kucirkova
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.
One important aspect of the matter in this example is its attraction to teachers and
children. Though the ditch is long, their time is primarily spent near the wooden
board (bridge). The board disrupts the place by being of another material than ...
Author: Catherine Milne
In this book various scholars explore the material in science and science education and its role in scientific practice, such as those practices that are key to the curriculum focuses of science education programs in a number of countries. As a construct, culture can be understood as material and social practice. This definition is useful for informing researchers' nuanced explorations of the nature of science and inclusive decisions about the practice of science education (Sewell, 1999). As fields of material social practice and worlds of meaning, cultures are contradictory, contested, and weakly bounded. The notion of culture as material social practices leads researchers to accept that material practice is as important as conceptual development (social practice). However, in education and science education there is a tendency to ignore material practice and to focus on social practice with language as the arbiter of such social practice. Often material practice, such as those associated with scientific instruments and other apparatus, is ignored with instruments understood as "inscription devices", conduits for language rather than sources of material culture in which scientists share “material other than words” (Baird, 2004, p. 7) when they communicate new knowledge and realities. While we do not ignore the role of language in science, we agree with Barad (2003) that perhaps language has too much power and with that power there seems a concomitant loss of interest in exploring how matter and machines (instruments) contribute to both ontology and epistemology in science and science education.
Researchers of childhood have written remarkable works on children's places
and spaces that demonstrate how modern childhood is indeed constituted
through the design of specific kinds of landscapes (de Coninck— Smith &
Author: Estrid Sørensen
Publisher: Cambridge University Press
Based on classroom ethnography, Sorensen investigates how different forms of learning arise when different learning materials are involved."
Importance. of. Materiality. and. Sensual. Experience. Two qualitative empirical
studies about baptism were published in Germanspeaking countries in ... But Mrs
. Hartmann's friends support her and are her children's godfather and godmother.
Author: Saburo Shawn Morishita
Publisher: LIT Verlag Münster
This book examines the significance of the material dimensions of religion and culture. By looking at how scholars have researched religious materiality in the past, and focusing especially upon the variety of ways objects are handled in contemporary religious life, the reader will discover some insight into the interplay between the material and the immaterial. Case studies analyze the use of things in rituals and sacred places as well as ways in which they are appropriated for religious and academic instruction. The book attempts to reinterpret what the materiality in religion and culture might signify in light of multidisciplinary methodological approaches and helps to gain some ground on the abstract perspective of religions. (Series: Marburg Religious Science in Discourse / Marburger Religionswissenschaft im Diskurs, Vol. 2) [Subject: Religious Studies, Sociology]
This can be said largely to depend on the view of them as uninteresting because
of their belonging to children's sphere. This in turn is stressed to give a low value
to the objects, the 'toy' solely referring to a morphological description without ...
Author: Per Cornell
Publisher: Cambridge Scholars Publishing
This collection of texts is a first step towards providing a theoretical and methodological platform for the study of social encounters. The social encounter is a particular sort of concept, focusing on confusion, tension, trauma, and possibly social change that may emerge in situations of contact when people and things interact. A social encounter is, however, not only about negotiation or contemplating existence, but is rather about what happens when people interact actively, when they involve themselves with people and materialities, when they move around, fetch things, use things, leave things etc. The repeated social encounter is often a confrontation with something, such as an opinion, a performance, or with materialities and the effects are often unpredictable. Encounters may reproduce a social pattern, but also contain potential for transformation and change. Such varied responses to encounters will certainly have effects on the archaeological record. The primary focus of the volume is the effects and processes involved in intra- and inter-societal encounters. The collection hence fills a theoretical and methodological gap in the study of the encounter in archaeology. There is a need for elaborating aspects of postcolonial theory in order to develop new ways of approaching the archaeological record. The articles of this volume include examples from various regions and time periods. They range from Scandinavian Stone Age, through Buddhist social practices of the first millennium AD, Maya warfare and ideology, to Aboriginal-European encounters in 20th century Australia.Per Cornell (PhD, Ass. Prof.) is currently lecturer at the Department of archaeology, University of Gothenburg. Cornell has been involved in extensive field-work in Latin America and current research topics include settlement archaeology, formation processes and social theory. Among his recent books are Local, Regional, Global, co-edited with Per Stenborg (Gotarc, 2004).
It is often taken for granted that, at least with respect to cognition, to their grasp of
particular concepts, children simply become - with perhaps some minor
variations - what their elders already are. So we may study children to find out
how they ...
Author: Christina Toren
How do we become who we are? How is it that people are so similar in the ways they differ from one another, and so different in the ways they are the same? Christina Toren's theory of mind as not only a physical phenomenon, but an historical one, sets out to answer these questions by examining how the material world of objects and other people informs the constitution of mind in persons over time. This theory of embodied mind as a microhistorical process is set out in the first chapter, providing a context for the nine papers that follow. Questions explored include the way meaning-making processes reference an historically specific world and are responsible at once for continuity and change, how ritual informs children's constitution of the categories adults use to describe the world, and how people represent their relationships with one another and in so doing come to embody history. Mind, Materiality and History has direct relevance to current debates on the nature of mind and consciousness, and demonstrates the centrality of the study of children to social analysis. It will be a valuable resource for students and scholars with an interest in anthropological theory and methodology, as well as those engaged in material culture studies.
This book will be of great interest for academics, researchers, and postgraduate students in childhood studies, early childhood education, social sciences, cultural sciences and sociology.
Author: Maarit Alasuutari
Exploring Materiality in Childhood: Body, Relations and Space explores the multiple ways that childhood and materiality are intertwined and assembled. Bringing together a diverse range of authors, this topical book makes a scholarly contribution to our understanding of the entanglements of materiality and childhoods in international contexts. Chapters explore how various environments and material resources, including technologies and consumer goods, affect children’s lives. The book caters to a diverse range of theories, in sociomaterialist, posthumanist, post-anthropocentric and more-than-human research, critically exploring the boundaries of these theoretical approaches with diverse empirical cases. These wide ranges of perspectives develop alternatives to human-centred approaches in understanding children and childhoods. With its diverse theoretical and methodological choices, the book also serves as a versatile example for how to conduct research with children and on childhood. This book will be of great interest for academics, researchers, and postgraduate students in childhood studies, early childhood education, social sciences, cultural sciences and sociology.
Susanna was willing to subject herself to “scientific” investigation by the educated
elite, but at the same time she expressed concern that the static electricity that
emanated from her person might result in the death of one of her children.
Author: Carolyn L. White
Publisher: Springer Science & Business Media
Generally individuals in history are known for a particular reason - they somehow influenced history. Very little is known about the ordinary person who lived in the past. But historical archaeologists - through their interpretation of the material culture and historic record - can study the past on an individual level. This brings archaeological interpretation from a micro to a macro level - as opposed to the traditional level of society to community to individual interpretation. The cases presented in this volume engage material culture that is owned or used by a single person and is thus associated with an individual at some point in its uselife. The volume takes bodkins, shoes, beads, cloth, religious items, grave goods, as well as subassemblages from well-defined contexts from New England, the Chesapeake, New Orleans, Hawaii, Spanish colonial America, and London in the pursuit of the individual and the textured interpretation this analytical scale provides. This volume promises to present innovative approaches to a host of archaeological materials, drawing widely on the range of archaeological research for the historical period today. Capitalizing on several topics and research threads with great currency, such as the examination of material culture and interest in various and intersecting lines of identity construction, as well as presenting an international and multiregional approach to these topics, this volume will be of interest to archaeologists, anthropologists, material culture scholars, and social historians interested in a wide variety of time periods and subfields.
Afterword -- References -- Index
Author: Rachel Brooks
Publisher: Foundations and Futures of Education
Afterword -- References -- Index
As a result, archaeologists are still attempting to find ways to address the use of
spirituality as one of the means whereby oppressed women, men, and children in
the Diaspora negotiated power, resistance, and discourse inherent within the ...
Author: Akinwumi Ogundiran
Publisher: Indiana University Press
Focusing on everyday rituals, the essays in this volume look at spheres of social action and the places throughout the Atlantic world where African–descended communities have expressed their values, ideas, beliefs, and spirituality in material terms. The contributors trace the impact of encounters with the Atlantic world on African cultural formation, how entanglement with commerce, commodification, and enslavement and with colonialism, emancipation, and self-rule manifested itself in the shaping of ritual acts such as those associated with birth, death, healing, and protection. Taken as a whole, the book offers new perspectives on what the materials of rituals can tell us about the intimate processes of cultural transformation and the dynamics of the human condition.
One possibility is that they are the products contexts a marked difference in
quantity , as measured of children who were imitating their mother ' s and / or in
count and weight density , is evident . As discussed father ' s production of larger
Author: Ian Hodder
Publisher: McDonald Inst of Archeological
Accompanying CD-Rom contains supplementary text, figures and tables for various chapters.
Engagement with the world comes through interaction with that materiality and
through material expression. Children perceive, react and add to the world
through material culture as objects guide the child's experience. Images of
children are ...
Author: Joanna Sofaer Derevenski
This is the first book to focus entirely on children and material culture. The contributors ask: * what is the relationship between children and the material world? * how does the material culture of children vary across time and space? * how can we access the actions and identities of children in the material record? The collection spans the Palaeolithic to the late twentieth century, and uses data from across Europe, Scandinavia, the Americas and Asia. The international contributors are from a wide range of disciplines including archaeology, cultural and biological anthropology, psychology and museum studies. All skilfully integrate theory and data to illustrate fully the significance and potential of studying children.
On the one hand, today ́s pedagogy is ruled by the perspective of caring for the
children and for their societal future in the normative frame of personal, social,
political and economic demands. On the other hand, pedagogy is led by a high ...
Author: Anja Kraus
Publisher: Waxmann Verlag
Focusing mainly on the tacit side of pedagogical practices entails not only a revision of instructional practices but also that of the existing theoretical approaches to educational practices and learning and a work on the methodology of empirical research in the Educational Sciences. In terms of this effort references to subjects, objects and given structures are replaced by the concepts performativity, materiality and time. In this volume the paradigm shift is applied to different educational fields, questions and methodologies, such as the performativity in imaginary, mediated and virtual spaces and other tacit subjects of learning, such as language education, the ethical implications of the adult-child differentiation, educational research on things and the mastery of university by the students.
... more remarkable when one remembers the population imbalance . In other
communities displaying a marked surplus of females the proportion of illegitimate
births tends to be high . 1 So if so few Shetland women were having children out
Author: Lynn Abrams
Publisher: Manchester University Press
For over the past two centuries Shetland, Scotland was a place where women dominated the family, economy, and the cultural imagination. Women constructed in their minds an identity of themselves as "liberated" long before organized feminism was invented. Reconstructing this "woman's world" from written and oral sources, this book will appeal to scholars in the fields of social and cultural history, social anthropology, gender and women's studies.
The children recognized that 'Street View' was online but related to it as an actual
embodied experience, entering the space in an 'as if ' imagined world. ... Literacy
is both material and immaterial and these (im)materialities are linked. Children ...
Author: Kate Pahl
Publisher: Bloomsbury Publishing
What is a 'contemporary' understanding of literacy practices? How can 'literacy' be explained and situated? This book addresses literacy practices research, understanding it as both material and spatial, based in homes and communities, as well as in formal educational settings. It addresses a need to update the work done on theoretical literacy models, with the last major paradigms such as critical literacies and multiliteracies developed a decade ago. Kate Pahl draws on case studies to highlight experiences alternate from the traditional representations of literacy. She argues that the affordances of home and familiar spaces offer fertile ground for meaning-making. These resultant literacies are multimodal and linked to space, place and community. An important evaluative resource, this book details a range of methodologies for further researching literacy, describing ethnographic, visual, participatory and ecological approaches, together with connective ethnographies. This volume will appeal to academics and professions in literacy studies and language and education.
More than half of the world's children live in cities today. ... Cities are of children
and of youth in many ways. ... making of urban spaces and how the particular
structures, textures and materialities of cities inform how they live their diverse
Author: Kathrin Horschelmann
More than half of the global and around eighty per cent of the western population grow up in cities. Here, Horschelmann and van Blerk provide a vivid picture of children and youths in the city, how they make sense of it and how they appropriate it through their social actions. Considering the causes and forms of social inequalities in relation to class, gender, ethnicity, sexuality, ability and geographical location, this book discusses specific issues such as poverty, homelessness and work. Each chapter draws on examples and cases from both the developed and developing world, and throughout the chapters, it: contrasts experiences of growing up in the city focuses on urban youth culture, consumption and globalization considers contemporary movements towards the role of children and youths in planning processes. Horschelmann and van Blerk argue that youths must be recognised as urban social agents in their own right. Their informative book, though dealing with complex theoretical arguments, relates key ideas to this topical subject in a clear and coherent manner, making this book an excellent resource for students of human geography, urban studies and childhood studies.
These works credittheyoungchild with a material/immaterial distinction and with
one true belief (idealsareimmaterial) andone false belief (shadows are material)
involving the concept of materiality. Assumingthat children realize thatshadows ...
Author: Susan Carey
Publisher: Psychology Press
Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction with respect to concept acquisition are even harder than originally thought.
This book is the first study of disability in postcolonial fiction.
Author: C. Barker
This book is the first study of disability in postcolonial fiction. Focusing on canonical novels, it explores the metaphorical functions and material presence of disabled child characters. Barker argues that progressive disability politics emerge from postcolonial concerns, and establishes dialogues between postcolonialism and disability studies.