Ways of seeing diverse working-class children and childhoods

2020 ◽  
pp. 19-48
Author(s):  
Wendy Luttrell
Keyword(s):  
Child Development ◽  
Working Class ◽  
Institutional Racism ◽  
Childhood Studies ◽  
Structural Racism ◽  
Childhood Gender ◽  
Institutional Contexts ◽  
Multiple Challenges ◽  
Schooling Practices ◽  
Development Discourses

This chapter introduces Worcester, Massachusetts, Park Central School, and the project through the lens of a critical childhood studies perspective. A key tenet of critical childhood studies is to take children seriously as witnesses to their experiences, no matter where they “fit” into child development discourses. A critical childhood perspective interrogates the changing meanings of childhood—including who counts as a child, when this status begins and ends—and recognizes that these meanings are contingent on historical, economic, cultural, and institutional contexts. Children's new identities as “learners” were intertwined with schooling practices developed to manage, control, and orient them to fitting into society. In addition, a critical childhood perspective must take account of how the legacy of slavery, institutional racism, and colorism shape who is afforded the protected status of “child” to begin with. In adopting a critical childhood perspective, then, this study aims to address multiple challenges—avoiding “adultist” and neoliberal viewpoints and placing young people's agency, voices, and images at its center; rethinking how children's value and worth is assigned, especially in schooling; maintaining a focus on parallels and intersections between women's and children's experiences of structural oppression; and accounting for how the legacy of slavery, structural racism, and anti-Blackness inform views of childhood, gender, discipline/punishment, and learning.

scholarly journals The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

Deconstructing neoliberal childhood: Towards a feminist antipsychological approach

Childhood ◽  
2012 ◽  
Vol 19 (4) ◽  
pp. 423-438 ◽  
Author(s):  
Erica Burman
Keyword(s):  
Child Development ◽  
Child Rights ◽  
Marketing Campaign ◽  
Development Discourses

This article analyses child development as text to highlight newly emerging contemporary tropes of northern, normalized childhoods in relation to gender, racialization and familial organization. A recent UK marketing campaign for the washing powder Persil is analysed for the ways it mobilizes discourses of childhood and child rights. This indicates some key consolidations, especially around the configuration of gendered and racialized representations as ushered in through recent modes of psychologization and feminization. Discussion focuses on how text such as this deconstructs the opposition between popular cultural and expert (developmental psychological) knowledges to mediate their mutual elaboration and legitimation. The article ends by reflecting on the consequences of the focus on psychologization and feminization in relation to possible alliances and antagonisms of inter- and cross-disciplinary approaches to childhood, and their contributions to challenging wider development discourses.

Bourdieu without childhood: Methods and theoretical postulates of a study on French working-class children

Childhood ◽  
2017 ◽  
Vol 25 (1) ◽  
pp. 109-122 ◽  
Author(s):  
Camille Salgues
Keyword(s):  
Working Class ◽  
Social World ◽  
Childhood Studies ◽  
Research Context ◽  
The Social ◽  
Children And Childhood

This article is a reassessment of a former study on French working-class children. The methods, based on interviews, and the theoretical postulates, where children were seen as informants on the social world, are submitted to a close examination in relation to the research context. Through this reflexive work, different narratives emerge associated with different scientific circles: French-written Bourdieusian sociology and English-written Childhood studies. It aims at provoking reflections on the differences of the two traditions in approaching children and childhood.

Conclusion

2017 ◽  
Author(s):  
Madhavi Mallapragada
Keyword(s):  
United States ◽  
New Media ◽  
Working Class ◽  
Women Of Color ◽  
Digital Age ◽  
The United States ◽  
Online Media ◽  
Religious Minorities ◽  
Institutional Contexts ◽  
Indian Immigrant

This concluding chapter revisits the key arguments developed in each of the four chapters and points to key implications of undertaking a study of home in the age of networks. It argues for a reconsideration of the contours of belonging in contemporary contexts of new media and transnationalism through its specific study of Indian immigrant cultures online. It contends that the question of belonging must be applied more thoroughly to the institutional contexts of online media, for not doing so would neglect a very significant alliance between capital and citizenship in the neoliberal, digital age. Furthermore, in the United States, especially since 2001, immigrants, racial and religious minorities, women of color, and the working class have found themselves at the receiving end of the disciplinary practices of neoliberal states and globalization practices. These institutional contexts shape belonging as much as the textual and hypertextual practices that generate categories of exclusion and inclusion in online media.

scholarly journals Systemic Racism in Canadian Occupational Therapy: A Qualitative Study with Therapists

2022 ◽  
pp. 000841742110666
Author(s):  
Brenda L. Beagan ◽  
Kaitlin R. Sibbald ◽  
Stephanie R. Bizzeth ◽  
Tara M. Pride
Keyword(s):  
Occupational Therapy ◽  
Indigenous Peoples ◽  
Community Building ◽  
Institutional Racism ◽  
Sense Making ◽  
Leadership Roles ◽  
Structural Racism ◽  
Systemic Racism ◽  
Telephone Interviews ◽  
Business As Usual

Background. Research on racism within occupational therapy is scant, though there are hints that racialized therapists struggle. Purpose. This paper examines experiences of racism in occupational therapy, including coping strategies and resistance. Method. Ten therapists from racialized groups (not including Indigenous peoples) were recruited for cross-Canada, in-person or telephone interviews. Transcripts were coded and inductively analysed, with data thematically organized by types of racism and responses. Findings. Interpersonal racism involving clients, students, colleagues and managers is supported by institutional racism when incidents of racism are met with inaction, and racialized therapists are rarely in leadership roles. Structural racism means the experiences of racialized people are negated within the profession. Cognitive sense-making becomes a key coping strategy, especially when resistance is costly. Implications. Peer supports and community building among racialized therapists may be beneficial, but dismantling structures of racism demands interrogating how whiteness is built into business-as-usual in occupational therapy.

scholarly journals ‘We could be anything we wanted to be’: remembering Jimmy Rogers

Race & Class ◽  
2019 ◽  
Vol 61 (2) ◽  
pp. 62-84
Author(s):  
Michael Romyn
Keyword(s):  
Young People ◽  
Working Class ◽  
Inner City ◽  
Black Men ◽  
Institutional Racism ◽  
Oral Histories ◽  
Youth Services ◽  
Self Help ◽  
Self Reliance ◽  
Alternative Community

Between 1967 and his death in 2018, Jimmy Rogers, a unique figure in the UK’s black self-help movement, dedicated himself to the welfare of black young people via basketball. Through Rogers’ own words and oral histories of individuals who knew him, this article traces his path from Liverpool 8, where he introduced organised basketball in 1967, to London, where he established the Brixton Topcats basketball club in response to the ‘riots’ of 1981. Rogers learnt through his own life of hardship – of being brought up ‘in care’ – the need for discipline, self-belief and self-reliance. And he used these experiences and his basketball skills to mentor generations of dispossessed young black men and later women, who found, through his clubs, an antidote to a world of institutional racism, economic hardships, and heavy-handed policing. At a time of drastic cuts in youth services, he showed the importance of alternative community-led youth provision to black working-class inner-city residents.

Developing an Antiracist Stance: How White Youth Understand Structural Racism

2017 ◽  
Vol 38 (6) ◽  
pp. 745-771 ◽  
Author(s):  
Catharine R. B. Thomann ◽  
Karen L. Suyemoto
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Perspective Taking ◽  
Institutional Racism ◽  
Social Structures ◽  
White Youth ◽  
Structural Racism ◽  
Semistructured Interviews ◽  
White Person

This qualitative study explored how White youth understand structural racism on an abstract and personalized level and the process of developing these understandings. Structural racism encompasses both institutional racism and the broader effects of racism embedded within social structures. Semistructured interviews were conducted with 16 White youth in seventh or eighth grade in a suburban school. Grounded theory qualitative analysis indicated that developing structural racism understanding for White youth involved a process of (a) developing an initial understanding of the existence and meaning of structural racism, (b) reflecting on this awareness independently and with others, (c) developing emotional connections to these issues (sympathy), (d) developing perspective taking skills and empathy, and (e) engaging and struggling with one’s identity as a White person. Results also provided support for the importance of parental racial socialization practices and multicultural antibias education in the process of developing structural racism understanding for White youth.

Whose Representation, Whose Rights?

2020 ◽  
pp. 139-160
Author(s):  
Joscelyn Jurich
Keyword(s):  
Human Rights ◽  
Sexual Orientation ◽  
Working Class ◽  
Vulnerable Populations ◽  
Institutional Racism ◽  
Police Violence ◽  
Police Custody ◽  
Sensus Communis ◽  
Activist Movements ◽  
Rights Issues

This article is based on a conference the author co-organized at CELSA-Sorbonne in 2018 entitled, “Médias indépendants et droits de l’homme: la tension entre ‘reporting’ et ‘reportage’? Enquête et démocratie” (“The Independent Media and Human Rights: Tension between “reporting” and “reportage”? Investigation and Democracy”). The conference featured presentations by independent photographers NnoMan Cadoret and Yann Levy and Le Monde reporter Rémi Barroux. It focused on how independent and “traditional” photographers and journalists represent human rights issues including police violence and discrimination based on race, gender, ethnicity and sexual orientation and how they cover activist movements such as “Truth and Justice for Adama,” the movement formed after the suspicious death of Adama Traoré in 2016 while in police custody and the ZAD (zone à defendre), an autonomous zone in Northwestern France that has had a historically tense relationship to the French state. This article takes as its central questions those posed at the 2018 conference: How do independent photojournalists and journalists, those working for “traditional” outlets and independent cultural producers contribute to investigative and democratic practices? How do these groups represent and, in the case of independent photographers in France, sometimes themselves embody precarious and vulnerable lives? What complementary knowledge can they provide to the academy and to scholarship? Describing the ways in which Cadoret’s and Levy’s documentation of what they call “a permanent social emergency: the migrant crisis, institutional racism, the destruction of the environment, liberal reforms” (Levy 2017) is a form of social and political engagement, the article details their conceptualization of and commitment to representing under-represented and misrepresented vulnerable populations such as residents of the quartiers populaires (working class neighborhoods), migrants and residents of the ZAD. Explicating the distinct ways in which their interpretative community (Hymes 1980; Zelizer 1993; Nichols 1994) as committed independent photographers differs from that of Le Monde journalist Barroux, this article addresses both how these independent and “traditional” media producers conceptualize what Ryfe (Ryfe 2019) has called the single greatest challenge facing Western journalism today: its ontology (Ryfe 2019). Cadoret’s and Levy’s work is then analyzed in the context of the independent American documentary “Whose Streets” (2017), about the killing of Michael Brown and the Ferguson uprisings. To what extent independent photographers and cultural producers creating counter-hegemonic representations could be considered a sensus communis (Rancière 2009) is one of the concluding questions of this work as is the challenge to self-reflexivity and self-critique in the academy concerning questions of representation and precarity.

5. Structural racism and colourblind whiteness

2020 ◽  
pp. 94-127
Author(s):  
Ali Rattansi
Keyword(s):  
Racial Discrimination ◽  
Institutional Racism ◽  
Sociological Perspective ◽  
Structural Racism ◽  
Systemic Racism ◽  
Ethnic Inequalities ◽  
The Usa

From a sociological perspective, current racialized inequalities in white-dominated societies in the USA and Europe need to be explored in systemic, structural terms. Systemic or structural racism characterizes a set of interrelated relationships that include institutions and individuals, which reproduce the subordinate and superior positions occupied by racialized populations. ‘Structural racism and colourblind whiteness’ explains how structural or systemic racism cannot be treated completely separately from institutional racism, and how that differs from institutional racialization. It also considers racial discrimination and ethnic inequalities in Britain and the USA, as well as the culture of ‘whiteness’ and the concept of colourblind racism.

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