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.
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Vranjesevic, Jelena. "Transformative potential of participatory research: Deconstructing power relations between a child and an adult." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 231–46. http://dx.doi.org/10.2298/zipi1602231v.
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Transformative potential of participatory research with children as participants is reflected in promoting the image of the child as an active actor in the social community, an equal partner whose voice is heard and appreciated, as well as in a critical reconsideration of an adult-centred perspective in research, based on hierarchical power relations between children and adults. The paper critically discusses the theoretical and methodological grounds which serve as the basis for the adult-centred perspective and analyses the factors that have significantly contributed to the change in research paradigm when it comes to the status of children in research: critical re-examination of methodology and objectives of certain social sciences, the movements calling for the emancipation of marginalised social groups and new policies in the field of protecting children?s rights. Transformative potential of participatory research is discussed both from the perspective of the role and position of adults in research process (adults? responsibility: personal and epistemological reflexivity) and the relationship between adults and children in research (the change of attitudes towards children and redefining the traditional roles of adults and children: the cooperative vs. hierarchical model of power), as well as in relation to: the change in the position of research participants (children), visibility of their perspective in public discourse and the development of competences and values important for living in a democratic society.
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Sousa, Diana, Sue Grey, and Laura Oxley. "Comparative international testing of early childhood education: The democratic deficit and the case of Portugal." Policy Futures in Education 17, no. 1 (January 2019): 41–58. http://dx.doi.org/10.1177/1478210318818002.
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The Organisation for Economic Co-operation and Development (OECD) has a key role in driving educational discourse and global educational governance. Its comparative ‘Programme of International School Assessment’ (PISA) has explicitly linked the knowledge and skills of young people with the economic potential of countries. Through the International Early Learning and Child Well-Being Study (IELS), the OECD plans to extend its reach to early childhood education (ECE) by developing metrics to measure ‘quality’ in ECE. This focus gives weight to discourses centred around ideas of ‘what works’. The rhetoric derives from the principles that standards of learning and well-being can be improved by emulating notions of ‘best practice’ identified through comparative data. This article uses the case of Portugal to illustrate the significant disconnect between the aims and pedagogies of ECE and the increasingly influential de-contextualised discourses concerning ranking, performance and outcomes, as espoused by the OECD IELS project. Using evidence from three diverse Portuguese ECE settings, we illustrate how conceptual understandings of democracy in each school closely reflected the individual school philosophies. We discuss how the dampening of localised realities, for example, through standardisation and de-contextualisation, could lead to a democratic deficit enabled by discourses which displace the purpose, complexity and subjectivity of ECE policy and practice.
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Smith-Christmas, Cassie. "‘One Cas, Two Cas’: Exploring the affective dimensions of family language policy." Multilingua 37, no. 2 (March 26, 2018): 131–52. http://dx.doi.org/10.1515/multi-2017-0018.
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AbstractThe aim of this article is to illustrate the fluid nature of family language policy (FLP) and how the realities of any one FLP are re-negotiated by caregivers and children in tandem. In particular, the paper will focus on the affective dimensions of FLP and will demonstrate how the same reality – in this case, a grandmother’s use of a child-centred discourse style as a means to encouraging her grandchildren to use their minority language, Scottish Gaelic – can play out differently among siblings. Using a longitudinal perspective, the paper begins by examining a recorded interaction between a grandmother, Nana,All names are pseudonyms.and her granddaughter Maggie (3;4) and will discuss how Nana’s high use of questions andlaissez-faireattitude to Maggie’s use of English contribute to the child-centred nature of the interaction, and in turn, to Maggie’s playful use of Gaelic. The paper then examines an interaction recorded five years later in which Nana interacts with Maggie’s brother Jacob (4;0) in the same affective style; however, unlike Maggie, Jacob evidences overtly negative affective stances towards his minority language. The paper concludes by discussing these observations in light of the reflexive nature of FLP in terms of emotional affect, linguistic input, and language shift.
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Kettle, Martin. "Getting it right: Talking with social work students about risk and justice." Social Work and Social Sciences Review 15, no. 3 (November 18, 2015): 86–100. http://dx.doi.org/10.1921/swssr.v15i3.834.
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This article offers reflection on the tension between risk and justice in the context of working with social work students on child protection. Written within a Scottish context, the article begins by exploring tensions between different strands of policy. The article draws on the author’s experience of moving into social work education from practice and management and of working with social work students on issues of risk. Centred around a simulation of a case conference, the article explores how social work students engage with ideas about risk, and significantly about how fundamentally different outcomes can be reached from the same information. The article then identifies key themes in the discourse, and makes suggestions for research, in particular that research into the language practices of social work students would be a fruitful avenue for exploration.
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Poveda, David, Mitsuko Matsumoto, Ebba Sundin, Helena Sandberg, Cristina Aliagas, and Julia Gillen. "Space and practices: Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England." Journal of Early Childhood Literacy 20, no. 3 (May 18, 2020): 500–523. http://dx.doi.org/10.1177/1468798420923715.
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Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the concept of living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.
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Yulindrasari, Hani, and Heny Djoehaeni. "Rebo nyunda: Is it decolonising early childhood education in Bandung, Indonesia?" Journal of Pedagogy 10, no. 1 (June 1, 2019): 57–75. http://dx.doi.org/10.2478/jped-2019-0003.
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Abstract Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.
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Noyes, Jane P., Lesley Lowes, Rhiannon Whitaker, Davina Allen, Cynthia Carter, Rhiannon T. Edwards, Joanne Rycroft-Malone, et al. "Developing and evaluating a child-centred intervention for diabetes medicine management using mixed methods and a multicentre randomised controlled trial." Health Services and Delivery Research 2, no. 8 (March 2014): 1–442. http://dx.doi.org/10.3310/hsdr02080.
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AimTo develop and evaluate an individually tailored age-appropriate diabetes diary and information pack for children and young people aged 6–18 years with type 1 diabetes to support decision-making and self-care with a specific focus on insulin management and blood glucose monitoring, compared with available resources in routine clinical practice.DesignFour-stage study following the Medical Research Council framework for designing and evaluating complex interventions. Stage 1: context – brief review of reviews and mixed-method systematic review; updating of database of children’s diabetes information; children’s diabetes information quality assessment and diabetes guideline analysis; and critical discourse analysis. Stage 2: intervention development – working with expert clinical advisory group; contextual qualitative interviews and focus groups with children and young people to ascertain their information preferences and self-care practices; ongoing consultation with children; development of intervention programme theory. Stage 3: randomised controlled trial (RCT) to evaluate the diabetes diaries and information packs in routine practice. Stage 4: process evaluation.FindingsThe RCT achieved 100% recruitment, was adequately powered and showed that the Evidence into Practice Information Counts (EPIC) packs and diabetes diaries were no more effective than receiving diabetes information in an ad hoc way. The cost per unit of producing the EPIC packs and diabetes diaries was low. Compared with treatment as usual information, the EPIC packs fulfilled all NHS policy imperatives that children and young people should receive high-quality, accurate and age-appropriate information about their condition, self-management and wider lifestyle and well-being issues. Diabetes guidelines recommend the use of a daily diabetes diary and EPIC diaries fill a gap in current provision. Irrespective of allocation, children and young people had a range of recorded glycated haemoglobin (HbA1c) levels, which showed that as a group their diabetes self-management would generally need to improve to achieve the HbA1clevels recommended in National Institute for Health and Care Excellence guidance. The process evaluation showed that promotion of the EPIC packs and diaries by diabetes professionals at randomisation did not happen as intended; the dominant ‘normalisation’ theory underpinning children’s diabetes information may be counterproductive; risk and long-term complications did not feature highly in children’s diabetes information; and children and young people engaged in risky behaviour and appeared not to care, and most did not use a diabetes diary or did not use the information to titrate their insulin as intended.LimitationsRecruitment of ‘hard to reach’ children and young people living away from their families was not successful. The findings are therefore more relevant to diabetes management within a family context.ConclusionsThe findings indicate a need to rethink context and the hierarchical relationships between children, young people, parents and diabetes professionals with regard to ‘partnership and participation’ in diabetes decision-making, self-care and self-management. Additional research, implementation strategies and service redesign are needed to translate available information into optimal self-management knowledge and subsequent optimal diabetes self-management action, including to better understand the disconnection between children’s diabetes texts and context; develop age-appropriate Apps/e-records for recording blood glucose measurements and insulin management; develop interventions to reduce risk-taking behaviour by children and young people in relation to their diabetes management; reconsider what could work to optimise children’s self-management of diabetes; understand how best to reorganise current diabetes services for children to optimise child-centred delivery of children’s diabetes information.Study registrationCurrent Controlled Trials ISRCTN17551624.FundingThe National Institute for Health Research Health Services and Delivery Research programme.
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Martin, Colwyn D., and Hasina B. Ebrahim. "Teachers’ discourses of literacy as social practice in advantaged and disadvantaged early childhood contexts." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i2.454.
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This article examines two teachers’ discourses of literacy as social practice in advantaged and disadvantaged early childhood centres for three- to four-year-olds. The intention is to make sense of the dominant discourse of literacy, its constitutive nature and its effects on children, teaching and learning. Foucault’s theory of discourse is used to make salient the influence of interpretive frames of references on the understanding and practice of literacy. The data for the study was produced through a qualitative approach using in-depth semi-structured interviews. The findings show that teachers in both the advantaged and disadvantaged contexts are located in the dominant discourse of early literacy as a technical, autonomous skill. This discourse foregrounds children as adults-in-the-making (the becoming child) and a maturationist-environmentalist view of readiness for early literacy development. This narrow view of literacy discounts young children’s positioning as social actors, issues of diversity and contextually situated practice.
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Kovarsky, Dana. "Discourse Markers in Adult-Controlled Therapy: Implications for Child Centered Intervention." Journal of Childhool Communication Disorders 13, no. 1 (May 1990): 29–41. http://dx.doi.org/10.1177/152574019001300105.
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van der Schaaf, Nynke, Marjolein Vrij, Jan Berenst, Jeannette Doornenba, and Kees de Glopper. "De Interactie Tussen Leiding en Kinderen En Tussen Kinderen Onderling in Twee Verschillende Typen Buitenschoolse Opvang." Toegepaste Taalwetenschap in Artikelen 84-85 (January 1, 2010): 135–44. http://dx.doi.org/10.1075/ttwia.84-85.14sch.
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In this paper we will show how different types of after-school day care (bso) influences discourse between caretakers and children. In field research carried out in the context of a PhD-study on the social development and discourse practices of young children in after-school day care, a continuum was found ranging from traditional bso's on the one hand to child-centered bso's on the other hand. In the more traditionally oriented bso's caretakers mainly take care of the children and try to instill proper behaviour in them. In the more child-centered bso's caretakers help children to discover the world by themselves. In this type of bso children learn to use exploratory talk in discourse with caretakers. In a first study of conflicts between peers it was observed that different arguments are being used by the peers.
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Gojová, Alice, Barbora Gřundělová, Kateřina Cilečková, and Monika Chrenková. "Path toward a Child-Centered Approach in the Czech Social and Legal Protection of Children." Sustainability 12, no. 21 (October 27, 2020): 8897. http://dx.doi.org/10.3390/su12218897.
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Child protection was traditionally based on a presumption that the mother best knows what is in the best interest of her child. The discourse began to be questioned in the Czech Republic in the 1990s, followed by efforts to bring interests and needs of children into focus, as well as the ways in which they can be taken into account in the assessment process as a basis for intervention. This paper aimed to identify key features of the child-centered approach in the professional discourse of the Czech child protection and to analyze the conditions of its application. The goal was achieved through qualitative thematic analysis of professional texts in the area of social and legal protection of children since 1990 and also of legislative and methodological materials regulating child protection. This paper shows the changing of the paradigm in the social and legal protection of children and points out the shortcomings in social work practice. The reason for optimism may be the fact that an umbrella body of state administration for child protection is aware of shortcomings and, in the form of projects focusing on various topics of social work with families, works to improve competences and knowledge.
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Shidende, Nima Herman, Margunn Aanestad, and Faraja Igira. "The role of context in the co-evolution of work and tools." Information Technology & People 29, no. 4 (November 7, 2016): 850–75. http://dx.doi.org/10.1108/itp-12-2013-0218.
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Purpose This paper presents a work-centred study of how information systems practices and tools become shaped by their context. The purpose of this paper is to increase the understanding of how practices and tools co-evolve, with a specific focus on the role of context, and based on this to offer relevant design implications. The empirical motivation comes from attempts to utilize information and communication technologies (ICT) in resource-constrained settings. Design/methodology/approach Empirical work was conducted in primary healthcare facilities in Tanzania that offer Prevention of Mother-To-Child Transmission services. Four health facilities with different organizational and socio-economic characteristics were studied using ethnographic methods (participant observation, interviews and document analysis). The authors have employed activity theory as the theoretical framework, since it explicitly places human activity within a cultural, social and temporal (developmental) context. Specifically, the concept of mediation breakdown was used for data analysis at activity, action and operation levels. Findings By focussing analytically on situations of mediation breakdown in the situation of use, at both an activity, action and operation level, the authors have achieved an understanding of how information tools are being adapted to both their contextual conditions and the information needs of the community of users. Research limitations/implications The study illustrates the decisive role that context may play in shaping the actual usage of information technology. While the detailed findings were specific to the concrete domain, time and place, in general, an increased awareness of the role of context may lead to more robust approaches to the introduction of ICT solutions. Originality/value While activity theory literature offers insight on how to analyse context, the discussion is limited to the understanding of how context can be modelled into artefacts. The paper suggests that the contradiction concept is useful for studying the role of context and its impact in co-evolution of work and information tools. The study also contributes to the discourse in health information systems in developing countries by emphasizing the crucial role of the front line health workers’ own problem solving, invention and adaptation of information tools.
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Kershaw, Paul. "‘Choice’ Discourse in BC Child Care: Distancing Policy from Research." Canadian Journal of Political Science 37, no. 4 (December 2004): 927–50. http://dx.doi.org/10.1017/s0008423904990142.
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Abstract. The gap between child care research and policy is growing in BC. While policy changes are what one would expect from the right-of-centre Liberal government, the gap runs contrary to its expressed commitment to the design of early childhood development policy on the basis of ‘science.’ The BC child care domain thus provides a rich context in which to examine how ideology mediates the consumption of research in the political arena. This article argues that the government's ‘choice’ discourse facilitates the articulation of neoliberal principles in a rhetorically neutral way while casting doubt on scholarship that illuminates gender and class inequalities.Résumé. L'écart entre les recherches au sujet de soins d'enfant et la politique s'élargit en Colombie-Britannique. Pendant qu'on prévoit ces changements d'un gouvernement libéral droit-du-centre, l'écart dément son engagement de concevoir la politique de development de la petite enfance d'après la “science”. Ainsi la domaine de soins d'enfant en Colombie-Britannique fournit un contexte riche pour examiner comment l'idéologie s'interpose dans la consommation de recherches dans l'arène politique. Cet article soutient que la soi-disant dialogue de “choix” du gouvernement facilite l'articulation des principes néolibéraux d'une manière neutraliste pendant qu'on soulève du doute à l'érudition qui illumine des inégalités de genre et de classe sociale.
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Turgeon, Brianna. "A Critical Discourse Analysis of Welfare-to-Work Program Managers’ Expectations and Evaluations of Their Clients’ Mothering." Critical Sociology 44, no. 1 (July 27, 2016): 127–40. http://dx.doi.org/10.1177/0896920516654555.
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Dominant ideologies about poverty in the USA draw on personal responsibility and beliefs that a ‘culture of poverty’ creates and reproduces inequality. As the primary recipients of welfare are single mothers, discourses surrounding welfare are also influenced by dominant ideologies about mothering, namely intensive mothering. Yet, given the centrality of resources to intensive mothering, mothers on welfare are often precluded from enacting this type of parenting. In this paper, I conduct a critical discourse analysis of 69 interviews with Ohio Works First (USA) program managers to examine how welfare program managers talk about and evaluate their clients’ mothering. My findings suggest three themes regarding expectations and evaluations of clients’ mothering: (a) enacting child-centered mothering, (b) breaking out of the ‘culture of poverty’ and (c) (mis)managing childcare.
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Edenroth-Cato, Fanny. "Motherhood and highly sensitive children in an online discussion forum." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 24, no. 4 (November 20, 2018): 442–58. http://dx.doi.org/10.1177/1363459318812003.
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Discourse on the highly sensitive child as a mode of individual coming-into-being is transforming notions of good motherhood. Mothering a child is weighted with practical challenges, normative expectations, and moral implications, all of which can be accentuated when parenting a child that appears to differ from the average. How mothers address themselves to a highly sensitive child can reveal much about contemporary currents in family life. Through analysis of the online discussions in a Swedish forum, I examine mothers’ discourse regarding categorization of highly sensitive children, elaboration on the behaviors that constitute this category of protean individuality, and the negotiation of motherhood norms. Three themes are identified: the way in which participants established entitlement to the application of the highly sensitive child label through a process of “enlightenment” based on observing their children and scrutinizing their own childrearing practices; discourse on the “allure” of the highly sensitive child since it depicts the children as super-normal and themselves as mothers called to the custodianship of a “different child”; and finally, how the highly sensitive child label deflects the guilt and frustration linked with handling challenging behaviors, in tension with permitting the sensitive child’s self-determined development. The article suggests that the mothers’ discourse reflects the intensive mothering norms of child-centered parenting that prevail in Western countries such as Sweden. Through the lens of the highly sensitive child, however, motherhood acquires new anticipatory, considerate and susceptible norms, and strategies that constitute a highly sensitive parenting style.
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Jenssen, Toril. "Street Children Discourses in Russia and Cuba." Journal of Comparative Social Work 2, no. 1 (April 1, 2007): 26–39. http://dx.doi.org/10.31265/jcsw.v2i1.30.
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My colleague and I came to a centre for rights protection of children and adolescents in a city in Northern Russia. It was a winter day with snow all over. In an open space between the houses, just before the entrance to the centre building, we met two eight or nine-year-old girls, skiing. They were smoking cigarettes. My colleague, who is a Russian, said as a joke: “Don’t you know when you smoke a second head will grow on your shoulders?” The answer came right-away: “I don’t care!” This little conversation in Russian was our introduction to a series of meetings with different spokespersons working at arenas with influence on child and adolescent welfare in the region.
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Rodrigo, María José, Ana Delia Correa, María Luisa Máiquez, Juan Carlos Martín, and Guacimara Rodríguez. "Family Preservation Services on the Canary Islands." European Psychologist 11, no. 1 (January 2006): 57–70. http://dx.doi.org/10.1027/1016-9040.11.1.57.
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This article describes the results of a parenting program “Apoyo Personal y Familiar,” (APF; Personal and Family Support program) targeted at parents of families at high psychosocial risk. APF aims at preventing unnecessary placement of children from vulnerable families into foster-care by increasing parental competence in order to improve their autonomous functioning. The program is implemented through group meetings in community centers. The method involves exposing the parents to parental views and practices in specific child-rearing episodes and encouraging them to reflect on their own views and the consequences on child development. In the Intervention group 144 mothers completed the pretest and posttest measures and 155 mothers were in a waiting-list comparison group. Self-report measures on parental implicit theories, child-rearing practices, and personal agency were used to perform the evaluation. Group discourse and the monitor's behavior observed during the sessions were used as predictors of the program's efficacy. Compared to control mothers, program mothers endorsed less simple views on child development, reported positive changes in their child-rearing practices, and had more confidence in their personal resources and a more accurate view of their parental role. Group effect sizes on the outcome measures were predicted by the type of group discourse and the type of group management observed during the sessions. The use of a perspectivist discourse was positive for promoting complex ideas and actions, whereas a self-centered discourse was positive for improving personal agency and for reporting less use of permissive practices. The role of the monitor was particularly relevant for reinforcing the mothers' sense of confidence in their own resources and for facilitating changes in child-rearing tactics.
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Arias de Sanchez, Gabriela, Alaina L. Roach O'Keefe, and Bethany Robichaud. "In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators." Journal of Childhood, Education & Society 2, no. 2 (July 16, 2021): 154–66. http://dx.doi.org/10.37291/2717638x.202122102.
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Over the course of the past decades, the discourse, pedagogy, scope, and delivery of early learning and child care (ELCC) has undergone myriad significant changes internationally, nationally, and at local levels. Prince Edward Island (PEI), the smallest Canadian Province, has not been exempt from these transformations. By situating early childhood educators (ECEs) at the centre of ecological multilevel environments (Bronfenbrenner, 2005), this qualitative study explored how a system-wide change implemented through the Prince Edward Island Preschool Excellence Initiative (PEIPEI) has impacted and is being impacted by ECEs over time. Purposive sampling was used to invite seven early childhood educators working on provincially regulated early years centres (EYCs) to participate in individual interviews. Findings indicated that ECEs have been striving to navigate and merge the space in-between policy and practices and that after ten years, they remain in this liminal space where they continue to navigate unravelling transitions as they search for their professional identity.
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Hamer, Naomi. "The hybrid exhibits of the story museum: The child as creative artist and the limits to hands-on participation." Museum and Society 17, no. 3 (November 29, 2019): 390–403. http://dx.doi.org/10.29311/mas.v17i3.3256.
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Since the Brooklyn Children’s Museum opened in 1899, the concept of the children’s museum has evolved internationally as a non-profit public institution focused on informal family-centred education and interactive play environments (Acosta 2000; Allen 2004). The majority of these museums highlight science education; however, over the past decade, a new specialized institution has emerged in the form of the children’s story museum that concentrates on children’s literature, storytelling, and picture book illustration. These story museums feature childhood artifacts through the curatorial and display conventions of museums and art galleries, in combination with the active play environments and learning stations of science-oriented children’s museums. These exhibits also reflect the changing place of the museum as an institution in the age of the “participatory museum”: a movement away from collections towards interactive curatorial practices across physical and digital archives (Simon 2010; Janes 2011). Framed by cross-disciplinary theoretical and methodological approaches from critical children’s museology, picture book theory, and children’s culture studies, this analysis draws upon selected examples (2014-2018) of curatorial practices, exhibits, and the spatial/ architectural design from Seven Stories: National Centre for Children’s Books (Newcastle, UK), the Hans Christian Andersen Haus/Tinderbox (Odense, Denmark), and The Eric Carle Museum of Picture Book Art (Amherst, MA, USA). These institutions provide distinctive venues to examine the tensions between discourses of museums as institutions that house collections of material artifacts including children’s literature texts, discourses of the creative child and ‘hands-on’ engagement (Ogata 2013); and discourses of critical engagement and participatory museums. While these exhibits affirm idealized representations of childhood to some extent, participatory engagements across old and new media within these spaces have significant potential for critical and subversive dialogue with ideological constructions and representations of gender, race, socio-economic class, mobility and nationalism rooted in the children’s literature texts.
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Gleaves, Thomas, and Melanie Lang. "Kicking “No-Touch” Discourses Into Touch: Athletes’ Parents’ Constructions of Appropriate Coach–Child Athlete Physical Contact." Journal of Sport and Social Issues 41, no. 3 (April 28, 2017): 191–211. http://dx.doi.org/10.1177/0193723517705543.
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It has been suggested that sport is increasingly becoming a “no-touch zone” as some coaches, driven by a desire for self-protection, restrict their use of physical contact with (child) athletes in the belief that this reduces their risk of being accused of abuse. Research on coach–athlete physical contact is limited, however, and no studies have yet explored how athletes’ parents understand such behaviors. This article reports on a study that investigates athletes’ parents’ perspectives of appropriate coach–child athlete physical contact within youth swimming. Parents constructed physical contact as necessary and legitimate in three specific contexts and drew on children’s rights principles to rationalize this. This article discusses the significance of this and explores the benefits of adopting child-centered coaching practices.
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Rocha-Coutinho, Maria Lúcia. "Variations on an old Theme: Maternity for Women with a Very Successful Professional Career." Spanish Journal of Psychology 11, no. 1 (May 2008): 66–77. http://dx.doi.org/10.1017/s1138741600004121.
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In this study, relationships of middle-class women from Rio de Janeiro with their family and work are presented. A series of events during the 20th century have changed woman's identity, previously centered on the roles of mother and wife, so that, there are now other options for women. Carioca girls are currently educated to compete, seek greater professional growth, and value their independence. However, some social discourses still reinforce women's former role the in the family. The notion that the mother-child unit is basic, universal, and, psychologically, the most appropriate, both for the child's healthy development and the mother's wholeness, is still firmly rooted. Motherhood is therefore one of the most complex and problematic matters for modern Carioca woman. Fifteen women with successful professional careers, residents of the city of Rio de Janeiro, varying in age from 30 to 40, and with children from 6 months to 3 years of age, were interviewed. The interviews had an invisible structure, were recorded and transcribed. The discourse of the resultant texts was analyzed, using the categories I established. In this project, I focus on the results of the analysis of the category “View of Maternity” of the interviewed women.
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Mason, Jan, and Jan Falloon. "A children’s perspective on child abuse." Children Australia 24, no. 3 (1999): 9–13. http://dx.doi.org/10.1017/s1035077200009202.
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Discourses about child abuse are usually adult centred. In the research described in this paper young people were asked to give their perspectives on abuse. They described abusive behaviour as that perpetrated by persons who use their power to control those they consider as lesser.The young people described two forms of abuse. One was feeling let down by those with whom they are in an emotional relationship. The other was feeling discounted because of their age. The children and young people considered the right to negotiate or to have ‘two-way compromise’ as essential to the prevention of abuse. The power to disclose or not to disclose abuse was described as an important issue for children in enabling them to maintain some control over their situation.The research process and findings highlighted the way in which the institutionalisation of adult power over children as legitimate, excludes children’s knowledge on issues concerning them by preventing their participation in knowledge creating forums, and by discounting their competency as children to contribute.
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Hammer, Yvonne. "Power through Intersubjectivity: Representing the Resilient Child in Urban Survival Narratives." International Research in Children's Literature 2, no. 1 (July 2009): 65–80. http://dx.doi.org/10.3366/e1755619809000490.
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The problematic relationship between urban dislocation, the proscribed spaces of urban childhood, child marginnalisation and the societal invisibility of under-age citizens is widely thematised in contemporary children's literature. This article examines how childhood agency, as a form of power, becomes aligned with resilience through intersubjectivity in the narrative representations of marginalised child subjects in Virginia Hamilton's The Planet of Junior Brown (1987) and Julie Bertagna's The Spark Gap ( 1996 ). Depictions of child homelessness, which construct resilience in the determination to survive experiences of marginalisation, dislocation and loss, offer an opportunity to examine representations of child subjectivity. This discussion centres on the role of intersubjectivity as an alternative construction to some humanistic frames that privilege the notion of an individual agency divested of childhood's limitations. It identifies the experiential codes which more accurately reflect the choices available to young readers, where liminal spaces of homelessness that first establish social and cultural dependencies are re-interpreted through depictions of relational connection among displaced child subjects. The discussion suggests that these multifocal novels construct dialogic representations of social discourse that affirm intersubjectivity as a form of agency.
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Erbaugh, Mary S. "How the Chinese language encourages the paradigm shift toward discourse in linguistics." Chinese Language and Discourse 10, no. 1 (July 12, 2019): 84–112. http://dx.doi.org/10.1075/cld.00015.erb.
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Abstract The Chinese language has encouraged the paradigm shift in linguistics away from Chomsky-style sentence-internal rules toward usage-based discourse. Analysts have debated two possibilities: is Chinese an allegedly ‘inferior’ and ambiguous language because it rests on the ‘three zeros’: zero subjects, zero anaphora, and zero tense? Or does Chinese use ‘hidden complexity’ (Bisang 2009) to make reference clear by discourse marking? Chinese pressure points on linguistic theory center on these ‘three zeros’. Zero subjects have influenced a broader research category of topic-centered languages. Zero anaphora influenced reference tracking beyond the sentence. Zero tense expanded understanding of time and aspect. The process of the shift comes from international networks of multilingual scholars of Chinese. They have collaborated to form a critical mass of explicitly comparative, empirical research. Chinese interdisciplinary research has been especially influential in typology, child language, cross-cultural communications, translation and artificial intelligence. Fifty years ago, mainstream conferences, textbooks, books, and journals almost never featured Chinese. Now they routinely do.
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Guerzoni, Michael Andre, and Hannah Graham. "Catholic Church Responses to Clergy-Child Sexual Abuse and Mandatory Reporting Exemptions in Victoria, Australia: A Discursive Critique." International Journal for Crime, Justice and Social Democracy 4, no. 4 (December 1, 2015): 58–75. http://dx.doi.org/10.5204/ijcjsd.v4i4.205.
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This article presents empirical findings from a critical discourse analysis of institutional responses by the Catholic Church to clergy-child sexual abuse in Victoria, Australia. A sample of 28 documents, comprising 1,394 pages, is analysed in the context of the 2012-2013 Victorian Inquiry into the Handling of Child Abuse by Religious and Other Organisations. Sykes and Matza’s (1957) and Cohen’s (1993) techniques of, respectively, neutralisation and denial are used to reveal the Catholic Church’s Janus-faced responses to clergy-child sexual abuse and mandatory reporting requirements. Paradoxical tensions are observed between Catholic Canonical law and clerical practices, and the extent of compliance with secular law and referral of allegations to authorities. Concerns centre on Church secrecy, clerical defences of the confessional in justification of inaction, and the Melbourne Response compensation scheme. Our research findings underscore the need for greater Church transparency and accountability; we advocate for mandatory reporting law reform and institutional reform, including adjustments to the confessional ritual.
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Sriprakash, Arathi. "‘Joyful Learning’ in rural Indian primary schools: an analysis of social control in the context of child‐centred discourses." Compare: A Journal of Comparative and International Education 39, no. 5 (September 2009): 629–41. http://dx.doi.org/10.1080/03057920903125677.
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Wrennall, Lynne. "Misdiagnosis of Child Abuse Related to Delay in Diagnosing a Paediatric Brain Tumour©." Clinical medicine. Pediatrics 1 (January 2008): CMPed.S739. http://dx.doi.org/10.4137/cmped.s739.
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Conflicting opinion regarding the relative weight that should be allocated to the investigation of organic causes of child illness, compared to the pursuit of suspicions of child abuse, has generated considerable public debate. The discourse of Munchausen Syndrome by Proxy/Fabricated and Induced Illness is at the centre of contention. In particular, concern has arisen that children's medical needs are being neglected when their conditions are misdiagnosed as child abuse. This paper documents a case study in which the use of Child Protection procedures was linked to the belief that the child's illness had “no organic cause.” The case study is contextualised in a review of literature relevant to the diagnostic process. The deployment of the Child Protection perspective resulted in significant delay in the diagnosis of the child's brain tumour. The child was ultimately found to be suffering from an optic chasm mass lesion involving the hypothalamus and the medial temporal regions, resulting in Diencephalic Syndrome. The evidence in this case is that erring on the side of suspecting Munchausen Syndrome by Proxy/Fabricated and Induced Illness, was not “erring on the side of the child.” Several lessons need to be learned from the case. The importance of ensuring that the Child Protection perspective does not displace adequate assessment of alternative explanations for the child's condition is emphasised, as is the need for good communication in medical relationships. Strategies involving empathy, mediation, negotiation and conflict resolution may provide a more appropriate and therapeutic alternative to the use of Child Protection procedures in cases where the diagnosis is contentious. The need to re-write relevant policy, protocols and guidance is imperative.
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Cream, J. "Child Sexual Abuse and the Symbolic Geographies of Cleveland." Environment and Planning D: Society and Space 11, no. 2 (April 1993): 231–46. http://dx.doi.org/10.1068/d110231.
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By the end of 1987, Cleveland in northern England had been attributed with a new and disturbing meaning. It was the centre of a ‘crisis' about the sexual abuse of children. Although no one yet knows the ‘truth’ about the situation, popular and strongly held perceptions of what really happened remain widespread and entrenched. In this paper, the way in which a place came to be associated with a particular set of meanings is examined; the reasons why some readings are ‘silenced’ whereas others enter the dominant public discourse are investigated. In ‘Cleveland’, feminist perspectives were suppressed. The debate around child sexual abuse successfully avoided the question of who was doing the abusing, and there was a deafening silence on how to prevent that abuse. The issue of sexuality appeared to be edited out of the agenda. An examination of the symbolic geographies of a particular place such as Cleveland allows an analysis of power and the nature of society. It is now difficult to mention the name ‘Cleveland’ without triggering an array of images associated with child sexual abuse. What these images arc is important for any understanding of the situation whereby ‘Cleveland’ became a metaphor for child sexual abuse.
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Merino, María-Eugenia, Sandra Becerra, and Anna De Fina. "Narrative discourse in the construction of Mapuche ethnic identity in context of displacement." Discourse & Society 28, no. 1 (December 7, 2016): 60–80. http://dx.doi.org/10.1177/0957926516676695.
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This article examines the ways in which narrative discourse contributes to the construction of Mapuche ethnic identities within a context of displacement and investigates how such identities are negotiated in interactional contexts of communication. The larger study comprised 12 focus groups and 36 in-depth semi-structured interviews with members of Mapuche families living in four comunas (neighborhoods) of Santiago, Chile. For this article, the analysis is based on 12 interviews and six focus groups directed by a native speaker Mapuche woman interviewer and complemented by participant observations of everyday life and ceremonial events in the comunas. From a social constructivist framework, we focus on narrative genres and topics based on their emergence in interaction. Our method is through De Fina and Georgakopoulou’s ‘Social Interactional’ approach, which recognizes the discursive sedimented processes that produce, for example, recognizable genres and themes typical of a group or community. We demonstrate that storytelling has a crucial role in the connections of Mapuche to their southern roots through narrative references to family centered on traditional practices recreated in an urban context.
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Reese, William J. "The Origins of Progressive Education." History of Education Quarterly 41, no. 1 (2001): 1–24. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00072.x.
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By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something loosely called progressive education, especially its more child-centered aspects, became part of a larger revolt against the formalism of the schools and an assault on tradition. Our finest scholars, such as Lawrence A. Cremin, in his magisterial study of progressivism forty years ago, have tried to explain the origins and meaning of this movement. One should be humbled by their achievements and by the magnitude of the subject. Variously defined, progressivism continues to find its champions and critics, the latter occasionally blaming it for low economic productivity, immorality among the young, and the decline of academic standards. In the popular press, John Dewey's name is often invoked as the evil genius behind the movement, even though he criticized sugar-coated education and letting children do as they please. While scholars doubt whether any unified, coherent movement called progressivism ever existed, its offspring, progressive education, apparently did exist, wreaking havoc on the schools.
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Whittaker, Anne, Fiona Martin, Anna Olsen, and Emma Wincup. "Governing Parental Drug Use in the UK: What’s Hidden in “Hidden Harm?”." Contemporary Drug Problems 47, no. 3 (July 13, 2020): 170–87. http://dx.doi.org/10.1177/0091450920941267.
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In 2003, the UK Advisory Council on the Misuse of Drugs published Hidden Harm, the product of an inquiry that exposed the “problems” of parental drug use and its neglect by professionals. It outlined an extensive program of reforms designed to protect children from harm. Despite its far-reaching influence, it has rarely been subject to scrutiny, with analyses focusing on its impact instead. Drawing on Bacchi’s post-structuralist “What’s the Problem Represented to be” approach, we examine problematizations within Hidden Harm and their implications for the governance of family life. We illustrate how Hidden Harm produced a simplified version of parenting and child welfare within the context of drug use by largely equating drug use with “bad” parenting and child maltreatment and by ignoring the social determinants of health and the wider social ecology of family life. Using a tried-and-tested driver of policy change, Hidden Harm created a “scandal” about the lack of intervention by professionals that was used to justify and legitimize increased state intervention into the lives of parents who use drugs. Hidden Harm proposed simplistic “solutions” that centered on drug treatment, child protection and the responsibilization of professionals to govern “risky” parents. We argue these rationalities, subjectivities and strategies serve to marginalize and stigmatize families further and hide alternative approaches to understanding, representing and responding to the complex needs of children and families who are disproportionately affected by health and social inequalities. By uncovering what is hidden in Hidden Harm, we aim to stimulate further research and theoretically informed debate about policy and practice related to child welfare, parenting and family life within the context of drug use. We conclude with some ideas about how to reframe public discourse on parents who use drugs and their children, in tandem with collaborative responses to alleviate child poverty and inequalities.
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Little, Michael H., and Lora Cohen-Vogel. "Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten." education policy analysis archives 24 (October 17, 2016): 106. http://dx.doi.org/10.14507/epaa.24.2293.
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In recent years, a debate over kindergarten has ensued. We refer to the actors in this debate as developmentalists, on the one hand, and academic advocates, on the other. Developmentalists argue that kindergarten should be centered on child-initiated play and intentional teaching through play, art activities, and hands on activities. Academic advocates argue that young children are capable of learning academic content in kindergarten and that academic instruction is necessary to help some students “catch up” before formal schooling begins. In this paper, we identify the key policy organizations engaged in this debate and analyze the ways they construct their arguments and critique the positions of their opponents. We find that, when discussing their vision for kindergarten, developmentalists and academic advocates share similar goals and views. However, when we analyze the ways the two agendas discuss kindergarten as it is practiced today, clear divisions emerge. Specifically, the agendas use different types of causal narratives to describe the problems with kindergarten and how it got that way. We conclude with a discussion of policy implications and directions for future research.
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Ciancio, Alicia Mirta. "A Dialogue with the Body During Midlife." Romanian Journal of Psychoanalysis 11, no. 2 (December 1, 2018): 15–26. http://dx.doi.org/10.2478/rjp-2018-0014.
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Abstract This paper is centered on the subject’s private dialogue with his/her own body during midlife – in this case «body» means an open history coming from the wish of a child that parental figures projected, something that remains open to changes till the last minute of life. This situation revalidatesego’s discourse with him/her during this period of the life cycle, highlighted with the imprint of one’s own finitude. The author also presents a clinical case through which the understanding of the subject’s major intimacy with himself/herself is made possible – something that demands a never-ending re-adoption of changes encompassed by the passing of time. This re-adoption is the core of midlife – a period of the life cycle where physical changes usually imply different kind of losses. Through this clinical case it is also clear that the specific link that exists between the first representations that gave birth to the I-body dialogue and those closely related and specific to midlife.
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Alcedo, Patrick. "Sacred Camp: Transgendering Faith in a Philippine Festival." Journal of Southeast Asian Studies 38, no. 1 (January 5, 2007): 107–32. http://dx.doi.org/10.1017/s0022463406000956.
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By embodying the paradoxes found in three webs of signification – panaad (devotional promise), sacred camp and carnivalesque during the Ati-atihan festival – Augusto Diangson, an individual of the ‘third sex’, was able to claim membership in the Roman Catholic community of Kalibo, Aklan in the Central Philippines while also negotiating the Church's institution of heterosexuality. The narratives of mischief and the gender ambiguity of the Santo Niño or the Holy Child Jesus, the centre of Ati-atihan's religious veneration, further enabled Diangson to interact with Kalibo's Roman Catholicism. Through an analysis of Diangson and his participation in the festival, this article exposes how ordinary individuals in extraordinary events localise their faith through cross-dressing and dance performance. Seen throughout the Philippines, these processes of mimicry and gender transformation transport individuals into zones of ambivalence and contradictions in which they are able to navigate through the homogenising discourse of their culture and the Church's homogenising myth of Roman Catholicism.
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FERGUSON, HARRY. "Welfare, Social Exclusion and Reflexivity: The Case of Child and Woman Protection." Journal of Social Policy 32, no. 2 (April 2003): 199–216. http://dx.doi.org/10.1017/s0047279402006967.
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Questions concerning what it means to be a human agent and the capacities of those who receive welfare services to reflect upon and shape their lives, and the kinds of social conditions which create opportunities for such ‘reflexivity’, have begun to move to the centre of social policy and social work analysis. Using empirical evidence drawn from a study of child and woman protection, this paper argues that, contrary to claims that the concept of self-reflexivity as developed in the work of Beck and Giddens is of little relevance to marginalised citizens, in late-modernity the socially excluded are using social work and welfare services in creative ways to critically engage in life-planning, to find safety and healing. However, the data suggest that much greater specificity is needed in relation to the areas in which it is possible to act to change and develop the self and the social world in late-modernity. The paper argues for a complex theory of agency and reflexivity in welfare discourse which takes account of the intersection of structural disadvantage, intervention practices and personal biography and how people adjust to adversity and cope with toxic experiences and relationships in their lives. This helps to account for the limits to the capacities of agents to reflect and know why they act as they do and their capacities to act destructively, as well as providing for an appreciation of the creative, reflexive welfare subject.
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Goodblatt, Chanita. "In other words: breaking the monologue in Whitman, Williams and Hughes." Language and Literature: International Journal of Stylistics 9, no. 1 (February 2000): 25–41. http://dx.doi.org/10.1177/096394700000900103.
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One important aspect of the ‘Whitman tradition’ in American poetry is its breaking of the monologic hegemony of the lyric voice. Focusing on this aspect necessarily assumes that a poem establishes a ‘fictional context of utterance’, particularly a ‘complex or shifting discourse situation … [which]may involve variations in deictic centre’ (Semino, 1995: 145). The resulting dialogic interplay of voices stands at the very centre of Walt Whitman’s poem ‘Out of the Cradle Endlessly Rocking’, William Carlos Williams’s ‘The Desert Music’ and Langston Hughes’s ‘Cultural Exchange’. The present discussion of dialogic interplay in the lyric text turns naturally to Bakhtin’s concept of heteroglossia. Making use of the cline of speech presentation developed by Leech and Short (1981), Bakhtin’s categories of ‘compositional-stylistic unities’ will be elaborated upon: direct authorial literary-artistic narration; the stylistically individualized speech of characters; and incorporated genres. In ‘Out of the Cradle Endlessly Rocking’ there is an interplay of voices between boy, bird and sea, within a narrative frame related by the adult and child lyric speakers. Within the more general conversation in ‘The Desert Music’ there is an interplay of the lyric speaker’s own social and poetic selves, while in ‘Cultural Exchange’ dialogic interplay is highlighted in the use Hughes makes of the ‘intimidating margins of silence’ (Culler, 1975: 161) which conventionally surround a lyric text, filling them with musical notations that comment on the lyric voice.
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Baeza, Cecilia. "Palestinians in Latin America." Journal of Palestine Studies 43, no. 2 (2014): 59–72. http://dx.doi.org/10.1525/jps.2014.43.2.59.
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Latin America is host to an estimated half-million people of Palestinian descent, the largest such population outside the Arab world. Migration to the region began in the late 1800s and peaked between 1900 and 1930, with surges around periods of war or economic crisis in Palestine. Predominantly the descendants of a pre-Nakba generation, mostly middle to upper-class Christians who are well-represented among political and business elites, Palestinians in Latin America do not easily fit into a national narrative shaped by the refugee experience. They have therefore held little interest for Palestinian historiography as they did not meet the criteria of “Palestinian-ness” as defined by a nationalist discourse centered on dispossession, denial, and statelessness. With a special focus on Chile,1 this article presents a historical overview of the Palestinian émigré community in Latin America, shedding light on its diverse and dynamic identity politics.
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J, Shashank K., and M. M. Angadi. "Assesment of Roles and Responsibilities of ASHA workers in Bijapur taluk of Karnataka." Indian Journal of Pharmaceutical and Biological Research 3, no. 02 (June 30, 2015): 78–80. http://dx.doi.org/10.30750/ijpbr.3.2.9.
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The discourse on the ASHA's role centres around three typologies - ASHA as an activist, ASHA as a link worker or facilitator, and ASHA as a community level health care provider. She will counsel women on birth preparedness, importance of safe delivery, breastfeeding and complementary feeding, immunization, contraception and prevention of common infections including Reproductive Tract Infection/Sexually Transmitted Infection (RTIs/STIs) and care of the young child. A cross sectional study was done on 132 ASHA workers selected from 5 random PHCs in Bijapur taluk. Data was collected in a prestructured proforma using interview technique from June to October, 2012. Most of the ASHA workers were not aware about the newer roles and responsibilities been implied on them under various national programmes including the immunization guidelines and schedule. All the ASHA workers were aware about the performance based incentive for the their work in the community and its their right to claim that incentive. Under the cascade model of training to the ASHA, trainings should provide complete knowledge and skills to the trainees within the stipulated time. Quality of training should be enhanced and refresher trainings should be planned regularly.
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Kaligis, Fransiska, Mirza Hapsari Massarapa, Raden Irawati Ismail Marsubrin, and Tjhin Wiguna. "A case of pica in childhood with intellectual disability: focus on non-psychopharmacology management." Medical Journal of Indonesia 29, no. 4 (October 16, 2020): 422–6. http://dx.doi.org/10.13181/mji.cr.204010.
Full textAbstract:
Non-psychopharmacology management is crucial in pica in childhood with intellectual disability. This case report shows the effectiveness of pica management centered on behavioral therapy over the use of pharmacotherapy in improving the patient’s symptoms. A-7-year-old girl had been eating plastic bags since she was 3. In the last 6 months, this behavior worsened and coupled with emotional and behavioral problems. Her intellectual function showed that she had a moderate intellectual disability, which was confirmed by her intelligence quotient test result. She also had iron deficiency anemia and constipation. Non-psychopharmacological management was delivered to the patient and family. The patient was treated with a reinforcement strategy of behavioral therapy, involving parental education during the process to stimulate desirable behavior, discourage unwanted behavior, and improve parent-child interaction. After six sessions of behavioral therapy and parental psychoeducation, the patient showed improvement as the frequency of eating nonfood substances was decreasing.
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Johnson, Belinda Jane. "Daily life in National Disability Insurance Scheme times: Parenting a child with Down syndrome and the disability politics in everyday places." Qualitative Social Work 19, no. 3 (May 2020): 532–48. http://dx.doi.org/10.1177/1473325020911691.
Full textAbstract:
Social inclusion for people with disability is bound up with experiences of place in everyday life. In Australia, the inclusion agenda has been recently propelled by the National Disability Insurance Scheme which promotes – and funds – the full inclusion of people with disability so that their lives are conducted in everyday settings. This article addresses what lies between the aspirational policy principles of full inclusion and the experience of family life with a young child who has Down syndrome. Through auto-ethnographic inquiry, a series of vignettes describe my own encounters in everyday places such as shops, childcare centres and public swimming pools. I focus on ‘sense of place’ which is generated through everyday practices and can shape individual identity and belonging. Using ideas from feminist poststructuralism and critical disability studies, I argue that ableist discourses on disability are produced by people in everyday places through their attitudes, actions and expectations, disrupting regular family life and imposing oppressive modes of subjectivity upon children with intellectual disability and their parent-carers. In response, parents of children with intellectual disability are challenged to undertake the political labour of everyday disability advocacy. It is important for social work to recognise that this labour can become a significant part of the contemporary parent-carer role.