Academic literature on the topic 'Child centred discourse'
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Journal articles on the topic "Child centred discourse"
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Eriksen, Elisabeth Almaz Berger. "A Child-Centred Discourse in Zambian Kindergartens?" Nordic Journal of Comparative and International Education (NJCIE) 5, no. 1 (April 12, 2021): 34–49. http://dx.doi.org/10.7577/njcie.4148.
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This article aims to identify and discuss the existence and strengthening of a child-centred teaching discourse in Zambian kindergartens. The article is based on the understanding that the teacher-directed approach to teaching is a historically based hegemonic discourse within Zambian kindergartens. This means that the teacher-directed teaching discourse dominates thinking in many ways and is translated into institutional arrangements (Hajer, 1995, in Svarstad, 2005, p. 243). Several studies have pointed to the challenges posed by the teacher-directed teaching discourse in kindergartens in Sub-Saharan Africa as a hindrance of pedagogical quality in such institutions, pointing to a child-centred teaching discourse as an important path towards development (EFA, 2015, p. 208, Temba, 2014, p. 110; Mwaura et al., 2008; 2011). This article includes a positive discourse analysis of the Zambian Education Curriculum Framework[1] and a small-scale qualitative study, based on observations from four classrooms in four kindergartens in the Copperbelt province of Zambia. The article focuses on conducting a positive discourse analysis of the elements of child-centred teaching discourse observed in one of the four classrooms. The findings point to the existence of a child-centred teaching discourse in the Zambian Education Curriculum Framework. However, only one of the four Zambian kindergarten teachers seemed to implement teaching practices that could be identified as a child-centred teaching discourse. he elements of a child-centred teaching discourse identified through the positive discourse analysis were: the kindergarten teachers’ professional decisions, good interaction with children, use of a variety of materials, and children’s participation. The findings are discussed in light of the Zambian Education Curriculum Framework as well as theoretical perspectives on child-centred teaching discourse, argumentation theory and children’s right to participation. Finally, the article includes a critical discussion of how the findings may strengthen a child-centred teaching discourse in Zambian kindergartens.
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Velardo, Stefania, and Murray Drummond. "Emphasizing the child in child health literacy research." Journal of Child Health Care 21, no. 1 (July 25, 2016): 5–13. http://dx.doi.org/10.1177/1367493516643423.
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Child health literacy is a ‘hot topic’ of late, as researchers and practitioners work to attain an equitable and healthy future. Health literacy emphasizes the wide range of skills that people need to access, understand, evaluate and use health information to promote good health. In light of the recognition that health literacy is an important determinant of health for adults, addressing child health literacy early on is essential to maximize future health outcomes. Meeting children’s specific needs arguably includes the delivery of information that can be easily accessed and understood by younger age groups. While much academic discourse pertains to the importance of building parental health literacy, there is less literature that explicitly focuses on child-centred health literacy. On the premise that health literacy is an asset, this paper provides an argument for investing in children’s health literacy by working with children to encourage meaningful contributions in research and practice.
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AJZENSTADT, MIMI, and MONA KHOURY-KASSABRI. "The Cultural Context of Juvenile Justice Policy in Israel." Journal of Social Policy 42, no. 1 (September 24, 2012): 111–28. http://dx.doi.org/10.1017/s004727941200058x.
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AbstractThe paper explores the evolution of rehabilitative, rights and economic discourses, and their effect on the development of juvenile justice policies in Israel during the last two decades. Israel has adopted the main features of a neo-liberal regime and severe cuts were made to major social welfare programmes, including those dealing with juvenile offenders. However, the neo-liberal ideas of individualisation and responsibilisation did not penetrate the area of juvenile delinquency. A renewed welfarist discourse in Israel was created instead. This strongly relied on traditional beliefs in rehabilitation and treatment based on a child-centred culture, incorporating concepts of rights and embedded in practical economic considerations.
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Palla, Linda. "Konstitutionen av den speciella pedagogiken i en barncentrerad förskola för alla." Studier i Pædagogisk Filosofi 7, no. 2 (January 9, 2020): 36–57. http://dx.doi.org/10.7146/spf.v7i2.109511.
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This paper identifies and analyzes what constitutes special education in the revised Swedish preschool curriculum. The paper also contributes with an analytical mode of understanding political, as well as other, documents, in, for example, an educational system. The analytical strategy is mainly built upon discourse theory and discourse analysis, using the ideas of Ernesto Lacalu, Chantal Mouffe and Michel Foucault. The results show a fortified hegemonic discourse about a preschool for all children, where child-centred and inclusive approaches are dominant and where special education, to a large extent, is constituted by more management, stimulation and special support. The paper raises questions about the possible effects the hegemonic discourse may contribute to.Nyckelord: diskurs, diskursanalys, diskursteori, läroplan, specialpedagogik, inkludering, pedagogik, styrdokument, svensk förskola för alla barn, utbildning
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WATSON, ALISON M. S. "Children and International Relations: a new site of knowledge?" Review of International Studies 32, no. 2 (April 2006): 237–50. http://dx.doi.org/10.1017/s0260210506007005.
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Recent years have seen the growth of approaches critical of traditional state-centred examinations of international relations, arguing instead for analyses that recognise actors and methods previously held largely silent within the mainstream International Relations (IR) discourse. This article argues that children are a group of actors worthy of similar recognition. Despite the fact that ‘childhood studies’ are comparatively well established in a number of academic disciplines, similar recognition has been later in coming to the study of IR. This article aims to address this perceived gap in the literature by first of all outlining the ways in which the discourse surrounding the child in IR has so far developed. This leads into an examination of how the child may potentially best be conceptualised within the mainstream discourse and the implications of the inclusion of children as a ‘site of knowledge’ through which the international system may be more clearly understood.
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Jacobsen, Anette Faye. "Children’s Rights in the European Court of Human Rights – An Emerging Power Structure." International Journal of Children’s Rights 24, no. 3 (October 24, 2016): 548–74. http://dx.doi.org/10.1163/15718182-02403003.
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Legal research has shown mixed results regarding the application of a child-centred approach in judgments from the European Court of Human Rights. With an interdisciplinary perspective, however, a number of remarkable features become visible.This article explores case law from the European system with a blended methodology. First, a quantitative assessment of the Court’s judgments over the last decade reveals, surprisingly, that the child’s best interests doctrine has become widely used only recently, despite the principle being invoked as early as 1988. Secondly, an in-depth discourse analysis of selected landmark cases shows how the child-centred approach, in certain types of case, has gained status as the paramount consideration to the extent that it may sideline competing principles in the balancing exercise of adjudication. In the conclusion, the two types of enquiries, the statistical and the qualitative scrutiny of judgments, are combined to offer an assessment of the power of children’s rights alongside other interests in the European human rights machinery.
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Tefre, Øyvind S. "The Child’s Best Interests and the Politics of Adoptions from Care in Norway." International Journal of Children’s Rights 28, no. 2 (June 17, 2020): 288–321. http://dx.doi.org/10.1163/15718182-02802004.
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This paper examines how Norway turned to a more active policy on adoption in the child welfare system. It examines the full public records from all four times that the government and Storting debated adoption from care, over the period 2002–2013. I analyse the empirical and normative arguments that shaped policy, through a discourse theoretical framework (Habermas, 1996) to distinguish different types of arguments. The Article contributes an empirical case for analysing the normative aspects of social and welfare policy. The findings show that an active adoption policy is justified by strengthening of child-centred perspectives. First, research and expert discourse gained influence in the framing of adoption policy over time. Second, the ethical response to this knowledge base has been to shift attention from shared family needs to the child’s individual and developmental needs. There are signs that legislators view adoption in relation to children as independent legal subjects with rights.
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Sutterlüty, Ferdinand. "Normative Paradoxes of Child Welfare Systems: An Analysis with a Focus on Germany." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 196–230. http://dx.doi.org/10.1163/15718182-02501014.
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Child welfare systems often have unintended and undesirable consequences for children and their social environments. They will be analysed by applying the concept of “normative paradoxes” (Honneth and Sutterlüty) and drawing mainly, but not exclusively, on Germany. The normative aim of child welfare legislation will be reconstructed and it will be argued that the law can be perceived as an institutionalisation of a single, albeit internally complex normative principle – i.e., the principle of the child’s autonomy or self-determination. Using this principle as a yardstick, three types of paradoxical effects will be identified. These counter-productive effects of the autonomy-centred welfare principle will be described as the “undermining”, the “subsumption”, and the “distortion” paradoxes. Because discourse in this field has always had some awareness of these paradoxes, legal developments can be interpreted as ongoing attempts to overcome them.
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Nyambi, Oliver. "“No more plastic balls”: Symbolic childhoods in Zimbabwean short stories of the crisis." Journal of Commonwealth Literature 53, no. 3 (November 21, 2016): 463–80. http://dx.doi.org/10.1177/0021989416677588.
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Post-2000 Zimbabwean literature in English demonstrates an unprecedented fascination with the child narrator. While there is some precedence for the use of child narrators or narratives that focus on child experiences to grapple with sociopolitical issues, the wide extent to which this style has been used post-2000 is unparalleled. The post-2000 socioeconomic crisis in Zimbabwe has clear victims; however, owing to the intensely polarized perspectives on its origins and nature, the identity of the victimizers is not so clear and is in fact hotly contested and politicized. As typical and “known” victims, their victimization can furtively reveal and reflect on their victimizers and in the process subtly expose them for knowing. This form of “knowing” transcends a mere discernment of the victimizers’ physical identities; it goes to the heart of their motives, apparent and subterranean political objectives, and means of attaining them. Victim child characters are often used symbolically to represent the weak and vulnerable members of society who are exploited as political fodder by the powerful. The symbolic children are seen to be caught in between the political goals and strategies of the powerful, and their victimization reveals overt and covert markings of their political abuse. This makes child-narrated or child-centred narratives possible sites to encounter the nexus between children’s victimization and the underhand methods of creating and sustaining political hegemony. This article explores this connection, particularly focusing on the aesthetic subtlety with which child-centred or child-focused narratives proffer a counter-discursive discourse which unsettles the dominant narratives presently given of victims and victimizers in a post-2000 Zimbabwean context.
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Minujin, Alberto, and Mildred Ferrer. "Assessing Sustainable Development Goals from the standpoint of equity for children." Journal of International and Comparative Social Policy 32, no. 2 (June 2016): 98–115. http://dx.doi.org/10.1080/21699763.2016.1200111.
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The article develops a discourse about equality for children and their recent evolution from adult-centred consideration to definition as a separate, critical constituency as stated in the Sustainable Development Goals (SDGs), with their child-focused goals and targets. Challenges implementing equality and fairness are discussed, from the World Summit for Children (WSC) in 1990 to the nearly simultaneous ratification of the Convention on the Rights of the Child (CRC), which gives children agency through its legally binding clauses, and the Millennium Development Goals (MDGs). The article reviews past lessons learned and the post-2015 agenda debate, from which worldwide agreement evolved about multidimensional poverty and an equality roadmap. The article suggests social accountability processes to achieve lasting SDG targets. It provides a methodology for implementing social accountability actions, accompanied by examples to mobilise communities and encourage child and youth participation at the local level.
Dissertations / Theses on the topic "Child centred discourse"
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Sriprakash, Arathi. "Child-centred primary pedagogies : a study of teachers' discourse and practice in Karnataka, India." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611719.
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Sye, Jill. "A fine balance." Click here to access this resource online, 2008. http://hdl.handle.net/10292/387.
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The aim of this study is to analyse the discourses drawn upon by community paediatric nurses in relation to children’s rights to health. The philosophy of Michel Foucault has been used to underpin the analysis of the interviews and exemplars of five experienced community nurses, revealing conflicting power relationships and discourses. Rights are formalised morality and so from a children’s rights perspective, discourses reflect both the moral and ethical positions of the nurses. Children are constructed as developing human beings whose moral status gradually changes and who, through a lack of developmental autonomy, entrust their decision-making to their representatives (parents and caregivers) as their trustees. Rights are correlative with the obligations and duties toward children by both families and society. Society constructs legislative and politically organised structures to govern raising children because children are an intrinsic social concern. Whilst representing society’s interest in children’s rights to health, nurses in the home act as a conduit for multiple governing structures. The nurses in this study construct their “truths” and knowledge about children’s health rights from nursing, medicine, law, education, and social policy. However, the values of individual parents can conflict with universal values for children’s health and wellbeing. Therefore representing society positions nurses as “agents of the state”, a role that potentially holds power over parents and children and leads to the epithet of “the health police”. Within the institution of the family, and in the privacy of the home, there are also mechanisms of power that can resist the mechanisms of the state and its representatives. Therefore the discourse “it takes a village to raise a child” competes with the “my home is my castle” discourse. Nurses negotiate a fine balance between these power relations. Nurses are challenged with using power productively to promote children’s rights whilst respecting the role of parents and families. I argue that children’s rights are central to the moral and ethical work of nurses but that such work is often obscured and invisible. I propose that children’s community nurses are excellent at negotiating networking and connecting at a micro level, but need to create a more sophisticated and cohesive entity at a macro level to become fully political children’s rights advocates.
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Vallabh, Priya. "How policy discourses and contextual realities influence environmental teaching and learning processes in early childhood development: a case study of the Raglan Road child care centre." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003441.
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This case study considers the relationship between context, school policy and environmental teaching and learning processes at a community-based early childhood development centre in South Africa. The study recognises that educational practices in the early childhood development field are shaped by historical, cultural, economic and political realities at both local and national levels. It is from the understanding that each school is a unique composition of these shaping factors that the research was designed to consider the community-based school participating in this study. By compiling a contextual profile, this study attempts to consider dominant contextual factors affecting the school. Through the critical discourse analysis of a school policy document, this study considers local level policy, and through the literature chapter, national policy. Teacher interviews provide insight into teacher understanding of school policy in response to contextual issues, as well as providing insight into how teachers perceive their translation of policy into teaching practice. Observations of lessons in the centre provided an. opportunity to see how context and policy translated into and influenced environmental teaching and learning processes. This study looks at how environmental education is addressed in the Raglan Road Child Care Centre, and provides insight into how environmental education within the context of the school and in relation to school policy may be strengthened. It comments on the tensions and ambivalences arising from the relationships between context, policy and environmental teaching and learning processes and makes recommendations to address these ambivalences in ways that are contextually relevant. The main recommendations were designed to be practically useful for the school involved in the study and are focused around engaging the ambivalences emerging from this study to open up 'spaces' for deliberating environmental teaching and learning processes and other tensions arising out of the study at an ECD level. Recommendations included: 1) engaging with the strong development focus in school policy and the educational focus in national policy and teacher discourse; 2) deliberating the ways in which school policy and national policy respond to risk; 3) engaging with the ambivalence in the school-parent relationship; 4) the re-alignment of the explicit curriculum and broadening the contextually-based view of whole child development; and 5) engaging the ambivalence in approaches to education at the centre.
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Marques, Paula Alexandra de Graça. "Working mothers, child care and the organisation : an ecosystemic exploration." Diss., 1999. http://hdl.handle.net/10500/18133.
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In this study an ecosystemic and social constructionist approach is used to understand the meanings and perceptions held by working mothers in relation to their experiences with the childcare and organisation settings. These meanings are described in terms of the influence of wider social discourses, personal epistemological assumptions, tacit knowledge, past experiences and current contexts. The working mothers, together with the researcher, form a linguistic system in which meanings about motherhood, employer-support and childcare arrangements are co-constructed and shared. The relationships between the working mothers and the researcher are not only observed within a linguistic context, but also within the ecosystemic view of mutual reciprocity, self-referentiality and double description. A qualitative and naturalistic research methodology is followed to describe the emergent design and the grounded theory. Based on the qualitative paradigm, the conclusions drawn at the end of the study are idiographic and reflective.Psychology
M.A.(Clinical Psychology)
Books on the topic "Child centred discourse"
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Treanor, Morag C. Child Poverty. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447334668.001.0001.
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Child poverty is rising across affluent western societies and how it is measured is vital to how governments act to prevent, alleviate or eliminate it. While the roots of childhood poverty are fiercely debated and contested, they are all too often misrepresented in policy and media discourses. Seeking to redress this, Treanor places children’s experiences, needs and concerns at the centre of this critical examination of the contemporary policies and political discourses surrounding poverty in childhood. She examines a broad range of structural, institutional and ideological factors common across developed nations, and their impacts, to interrogate how poverty in childhood is conceptualised and operationalised in policy and forge a radical pathway for an alternative future.
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Bajpai, Asha. Child Rights in India. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199470716.001.0001.
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Legislation is one of the most important tools for empowering children. Recent years have seen several key developments in the law, policy, and practice related to child rights. Significantly, with the adoption of the United Nations Convention on the Rights of the Child in 1989, a rights-based approach has acquired prominence in the child rights discourse across the world. The book analyses the laws in the light of court judgments and policy initiatives taken in India. It also examines the interventions and strategies employed by non-governmental organizations in recommending legislative reforms in support of children. This fully revised third edition focuses on the new legal developments in India—such as the Juvenile Justice (Care and Protection of Children) Act, 2015; the new Central Adoption Resource Agency guidelines; the Right of Children to Free and Compulsory Education Act, 2009; and the National Food Security Act, 2013—thus attempting to integrate the law in theory and field practice. It is clear that realization of the rights of the child calls for a well defined, child friendly, national movement involving individuals, ad masses, peoples and societies, families and communities, states, and nations. Awareness of child rights by stakeholders is crucial.
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Naumann, Ingela K. Early childhood education and care policy: Beyond quantity and quality, for human development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0013.
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Early childhood education and care (ECEC) has become a central policy issue. After tracing the development of ECEC policy from the early nineteenth century, the chapter considers the current role of ECEC as flagship policy of the new social investment strategy of rich countries of the Organisation for Economic Co-operation and Development (OECD). It examines how the amalgamation of neuroscientific findings with economic discourse in policy-orientations has led to an oversimplified and constricted view on children’s development and learning, whilst silencing older debates about ECEC. The focus on childhood in policy-making offers great opportunities to improve the lives of children and their families. There is, however, a risk that the child, as creative and affective social agent, is lost within old moral conflicts about the role of ECEC for children and society. I argue for a renewed moral debate on how society can support rich and encompassing human development.
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Rahilly, Elizabeth. Trans-Affirmative Parenting. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479820559.001.0001.
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In a world that is responding to ever-changing ideas and expressions of gender, this book adds new insights on transgender children and the parents who support them. Drawing on in-depth interview data with more than fifty parents, the book examines parents’ shifting understandings of their children’s gender and how they come to help their children make sense of their identities and their bodies. Throughout these processes, the book shows that parents’ meaning-making and decision-making often challenge LGBT rights discourses, as well as queer political tenets, in unexpected ways. These dynamics surface in three key areas: (1) gender and sexuality, (2) the gender binary, and (3) the body. Throughout parents’ understandings, gender identity and sexual orientation do not always present as radically separate aspects of the self, but are more fluid and open to reconsideration, given new cultural contexts, opportunities, and phases of the life course. And despite increasing cultural visibility around nonbinary identities, “gender-expansive” child-rearing often looks, fundamentally, very binary and gender-stereotypical, per the children’s own assertions and expressions. Lastly, parents often utilize highly medicalized understandings of transgender embodiment, which nevertheless resonate with some children’s sensibilities. Altogether, these families depart from conventional understandings of gender, sexuality, and the binary, but in ways that prioritize child-centered shifts, meanings, and parenting models, not necessarily LGBTQ politics or paradigms. This marks new ground for understanding the mechanisms and parameters of the (trans)gender change afoot.
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Juffer, Jane. Don't Use Your Words! NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479831746.001.0001.
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Don’t Use Your Words! argues that the discourse of “emotional management” across educational, therapeutic, and media sites aimed at young children valorizes the naming of certain (accepted) emotions in the interest of containing affective expressions that don’t conform to the normative notion of growing up. A therapeutic discourse has become prevalent in media produced for children in the U.S.—organizing storylines to help them name and manage their feelings, a process that weakens the intensity and range of those feelings, especially their expression through the body. Both through the appropriation of these media texts and the production of their own culture, kids resist these emotional categorizations, creating an “archive of feeling” that this book documents. Taking a cultural studies approach, the book analyzes a variety of cultural productions by kids between the ages of five and nine: drawings by Central American refugee children; letters and pictures by kids in response to the Trump victory; observations of a Montessori classroom; tweets from a Syrian child; Tumblr fanart; kids’ television reviews from Common Sense Media; dozens of YouTube videos; and observations of kids playing the popular games Minecraft and Roblox. I show how kids talk to each other across these media by referencing memes, songs, and movements, constructing a common vernacular that departs from normative conceptions of growing up. This book asks: what does it feel like to be a kid? And why do so many policy makers, parents, and pedagogues treat feelings as something to be managed and translated?
Book chapters on the topic "Child centred discourse"
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Villeda, Suyapa G. Portillo. "Central American Migrants." In Queer and Trans Migrations, 67–73. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043314.003.0005.
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This chapter employs a queer migration approach to analyze the implications of liberal advocate and activist organizing around the child in political and movement discourse about Central American migration. Turning to rhetorical appeals from the 2014 “crisis” of child migration, the chapter reveals that liberals’ compassionate response and pro-family rhetoric in defense of the child paradoxically justifies militarized and securitized futures that are decidedly anti-migrant and anti-children. As Obama’s 2014 executive actions on immigration indicate, liberal pro-family, pro-child rhetorics traffic in discourses of vulnerability, innocence, and compassion that are easily deployed to extend stringent immigration policies that harm all migrants, including the children they claim to protect.
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Gibson, Matthew. "Pride and shame in the creation of child and family social work." In Pride and Shame in Child and Family Social Work, 49–76. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447344797.003.0003.
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This chapter considers the role of pride and shame in creating, maintaining and disrupting practices that have resulted in child and family social work. As people sought to develop ways of addressing social issues related to children and families, different discourses on children, families and social issues provided competing and conflicting messages about what was praiseworthy and shameful behaviour. Different representations of social work practice can, therefore, be seen to have been constructed within these competing discourses. This chapter outlines these representations as social administration, social policing, activism, therapy and practical help, demonstrating how pride and shame were central components in how these practices were institutionalised. This chapter then analyses how a discourse of neoliberalism has sought to change the boundaries for praiseworthy and shameful behaviour to reconfigure professional practice.
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Vilà Baños, Ruth, Montse Freixa Niella, Angelina Sánchez Martí, and Maribel Mateo Gomà. "Child and Adolescent Care Services." In Advances in Religious and Cultural Studies, 16–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7283-2.ch002.
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Although unaccompanied minors became visible in Spain in the late 1990s, they are still seen as a new migratory phenomenon, provoking numerous debates and questions around appropriate responses. This chapter aims to unveil the rights and wrongs of the current protection system in Catalonia through analysis and discussion of the role of socio-educational intervention in overcoming the prejudice-based discourses and attitudes that criminalize these migrants. In a descriptive study, staff from all the centres of the protection system of the Barcelona General Directorate for Child and Adolescent Care were interviewed. Results showed that overcrowding in the protection system was causing tensions and dysfunctions. Great efforts must be made to develop individualized educational interventions adapted to unaccompanied minors' specific situations and to facilitate their integration. Five main recommendations and a range of future lines of research derive from these findings.
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Luttrell, Wendy. "Ways of seeing diverse working-class children and childhoods." In Children Framing Childhoods, 19–48. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447352853.003.0002.
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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.
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Enjuto-Rangel, Cecilia. "Children’s Gaze in Contemporary Cinema: A Transatlantic Poetics of Exile and Historical Memory." In Transatlantic Studies, 193–205. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620252.003.0017.
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This essay examines two contemporary films whose child protagonists end up in exile due to the violent military regimes in their respective native countries: Paisito (Small country, 2008), a Spanish-Uruguayan-Argentine coproduction that attempts to construct a Transatlantic poetics of exile and memory, and yet fails; and a Brazilian film, O ano em que meus pais saíram de férias (The Year My Parents Went on Vacation, 2006), which places exiles at the center of a nostalgic, nationalist discourse in which Brazil appears as a multiethnic, multicultural and multiracial ideal space threatened by the military dictatorship. Both Paisitoand The Year represent the 1970s in Uruguay and Brazil, countries torn by a military coup and a military dictatorship. In both films, soccer is presented as a central space, although it is at times questioned as a force for national cohesion; and in both films the child protagonists face exile when their fathers are killed by the military regimes. Both expose how the state uses soccer as a tool of collective appeasement, and yet the nostalgic recuperation of soccer as game seems in some way to infantilize the politics of memory.
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Lidén, Hilde. "Unaccompanied migrant youth in the Nordic countries." In Unaccompanied Young Migrants, 235–56. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447331865.003.0011.
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This chapter explores the ambiguities and changes in regulations concerning unaccompanied asylum-seeking minors within, as well across, the Nordic countries, with regard to the gap between restrictions, new policies and practices on one hand, and the human rights standards set out in the UN Convention on the Rights of the Child and in immigrant-related legislation on the other. The chapter focuses on Sweden, Denmark and Norway. The chapter draws on research combining studies on documents and legal analyses (human rights conventions, national laws, regulations and court cases); an analysis of quantitative data from immigration authorities to identify particular areas of concern; and qualitative research, including fieldwork and interviews with unaccompanied minors, staff in reception centres, legal guardians and immigration authorities. The chapter highlights the growth in the discourse and policy of stricter immigration regulations over the best interests of the child.
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Lee, Sabine. "Children born of war: who are they? Experiences of children, mothers, families and post-conflict communities." In Children Born of War in the Twentieth Century. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781526104588.003.0002.
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This chapter provides a historical contextualisation of children born of war before reflecting on the definitions and categorisations of different groups of CBOW as used in current research. The chapter goes on to explore the discourses around conflict-related gender-based violence by tracing different theoretical approaches to GBV research and their impact on our understanding (or lack thereof) of sexual violence in conflict. The final section introduces children’s rights and specifically the Convention on the Rights of the Child as the central instrument codifying the human rights of children.
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De Costa, Elena Maria. "The Sociopolitical Discourse of Violeta Parra and Víctor Jara - The Culture of People's Power." In Advances in Media, Entertainment, and the Arts, 109–26. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1986-7.ch006.
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While its roots lie deep in Latin American culture and history, the New Song music was first brought to the attention of the world when totalitarian military regimes seized power in South America during the 1970s. Torture, death, persecution, or disappearance became the tragic fate of thousands of citizens including Violeta Parra and Victor Jara of Chile, popular and talented singer-songwriters (cantautores), the latter executed for his songs of justice and freedom. Other New Song artists were driven into exile to avoid a similar fate. Later, during the 1980s, a second, deadlier wave of terror swept through Central America in genocidal proportions. Again, New Song artists urgently sang about these horrific human rights violations, denouncing the perpetrators of this violence and telling the story of the struggle of people resisting. Beyond the desired social space in which to talk about horrific human rights abuses, there is a deep history of social commentary in musical and other performative traditions in Latin America.
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Hadley, David P. "The Clash of Intelligence Advocates and Critics." In The Rising Clamor, 110–33. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177373.003.0006.
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This chapter examines the increasingly contested discourse over intelligence during the 1970s. Though the 1960s saw the emergence of a new generation of reporters that would challenge the CIA, that generation had not necessarily become the majority, and there continued to be strong advocates, both publicly and privately, for the CIA in major news organizations. Director of Central Intelligence Richard Helms sought to combine his predecessors’ better quality of press relations with greater conservatism in CIA activities to protect his agency. Ultimately, however, the insistence of the Nixon administration that the CIA undermine the democratically elected Salvador Allende of Chile, the crisis of Watergate, and the continuing fallout from the war in Vietnam undermined the CIA’s ability to influence the press. The New York Times reporter Seymour Hersh prompted the CIA’s greatest crisis when, at the end of 1974, he revealed the existence of an illegal CIA domestic surveillance program.
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Bussels, Stijn, and Bram Van Oostveldt. "The Massacre of the Innocents: infanticide and solace in the seventeenth-century Low Countries." In The Hurt(ful) Body. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995164.003.0003.
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In this chapter a specific body will take centre-stage: the body of the child. Focusing on both theatre and visual arts in the Dutch Republic this contribution will discuss the most cruel and loathsome form of violence, i.e. violence inflicted on innocent children. For this, one passage from the Bible was often used, the massacre of the Innocents in Bethlehem from the Gospel of Matthew. This contribution concentrates on the popularity of this biblical passage in the visual arts of the early modern Netherlands and will clarify how diverse the solace can be. Therefore, this chapter will focus on the thirties of the seventeenth century, when the Dutch Republic had consolidated itself as a crucial economic and cultural player and when the Spanish Netherlands were dominated by counter-reformational discourses. Daniel Heinsius’s Latin tragedy Herodes infanticida (1632), an illustration from Jacob Cats’ Trov-ringh (1637), Rubens’ Massacre of the Innocents (1637) and Joost van de Vondel’s history play Gysbrecht van Aemstel (1638) will be discussed. A detailed comparative analysis of these examples will reveal how artists, writers, painters and actors, used hurt bodies on stage, page or canvas as a means to feature the most profound fears and doubts of an era.
Conference papers on the topic "Child centred discourse"
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Luan, Luan. "Discourse And Child-Centred Discourse In Russian Folk Tales." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.85.
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