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Enriched with anecdotes from ethnography and the daily media, this revised edition examines family structure, reproduction, profiles of children's caretakers, their treatment at different ages, their play, work, schooling, and transition to adulthood. The result is a nuanced and credible picture of childhood in different cultures, past and present.
How are children raised in different cultures? What is the role of children in society? How are families and communities structured around them? Now in its third edition, this deeply engaging book delves into these questions by reviewing and cataloging the findings of over 100 years of anthropological scholarship dealing with childhood and adolescence. It is organized developmentally, moving from infancy through to adolescence and early adulthood, and enriched with anecdotes from ethnography and the daily media, to paint a nuanced and credible picture of childhood in different cultures, past and present. This new edition has been expanded and updated with over 350 new sources, and introduces a number of new topics, including how children learn from the environment, middle childhood, and how culture is 'transmitted' between generations. It remains the essential book to read to understand what it means to be a child in our complex, ever-changing world.
In Anthropology of Childhood and Youth, author Geoffrey Vitale shows the ways in which people understand, raise, and educate children and youth differently from century to century and from country to country according to the culture, lifestyle, politics, and economics of their place of origin. He also introduces the reader to the manner in which professionals relate to these matters, with a focus on an anthropological perspective. Vitale discusses similar problems and matters for inquiry a thousand years apart, and separated by oceans. The adoption or abandonment of children, for instance, created problems of inheritance, sexual relationship, and family support and integration in Ancient Greece, just as it does today in contemporary Japan. The author therefore, proposes a flexible tour of human society, intended essentially to introduce the reader to points of view, strategies, and approaches that go beyond the purely domestic, both in place and time—which may introduce new ideas and present new theories and diverse understandings. Anthropology of Childhood and Youth establishes the work of a wide range of specialists and familiarizes readers both with their skills and their writings.
Historical anthropology is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. Cultural-historical psychology is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices. This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, “Culture, History and Child Development”, and “Gender, Performativity and Educational Practice”, this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.
In An Introduction to Childhood, Heather Montgomery examines the role children have played within anthropology, how they have been studied by anthropologists and how they have been portrayed and analyzed in ethnographic monographs over the last one hundred and fifty years. Offers a comprehensive overview of childhood from an anthropological perspective Draws upon a wide range of examples and evidence from different geographical areas and belief systems Synthesizes existing literature on the anthropology of childhood, while providing a fresh perspective Engages students with illustrative ethnographies to illuminate key topics and themes
Conducting ethnographic fieldwork with children presents anthropologists with particular challenges and limitations, as well as rewards and insights. Children: Ethnographic Encounters presents ten vivid accounts of researchers' experiences of working with children across a variety of cultural contexts. Part of the Ethnographic Encounters series, the book offers honest reflections on successes as well as failures and shows that in all cases – even those that 'failed' – anthropologists can learn something about children's position in their social world. Going beyond the usual focus on North America and Europe, the text offers comparative insights into the nature of childhood in different societies. The chapters provide first-hand accounts of fieldwork with children in diverse geographical places such as Mexico, the Ecuadorian Amazon, Rwanda, central India, Thailand, Malaysia, and China. The book provides hope, encouragement and inspiration to anyone planning to undertake ethnographic fieldwork with children and provides important insights to students and researchers working in the growing field of anthropology of children and childhood, in childhood studies, and related fields.
The Anthropology of Learning in Childhood offers a portrait of childhood across time, culture, species, and environment. Anthropological research on learning in childhood has been scarce, but this book will change that. It demonstrates that anthropologists studying childhood can offer a description and theoretically sophisticated account of children's learning and its role in their development, socialization, and enculturation. Further, it shows the particular contribution that children's learning makes to the construction of society and culture as well as the role that culture-acquiring children play in human evolution. Book jacket.
This study explores children through the eyes of an eclectic team of researchers from the United States to Viet Nam to Australia. Seen as an important contribution to research on children because it integrates the subfields of anthropology (including archaeology, biological anthropology, cultural and linguistic anthropology, and applied anthropology) to bear on an analysis of the conditions of children and youth in the 21st century.
Author : Robert A. LeVine Publisher : John Wiley & Sons Page : 343 pages File Size : 32,28 MB Release : 2008-02-11 Category : Social Science ISBN : 0631229760
This unprecedented collection of articles is an introduction to the study of cultural variations in childhood across the world and to the theoretical frameworks for investigating and interpreting them. Presents a history of cross-cultural approaches to child-development Recent articles examine diverse contexts of childhood in ecological, semiotic, and sociolinguistic terms Includes ethnographic studies of childhood in the Pacific, Africa, Latin America, East Asia, Europe and North America Illuminates the process through which people become the bearers of culturally/historically specific identities Serves as an ideal text for anthropology courses focusing on childhood, as well as classes on development psychology
In Zambia, due to the rise of tuberculosis and the closely connected HIV epidemic, a large number of children have experienced the illness or death of at least one parent. Children as Caregivers examines how well intentioned practitioners fail to realize that children take on active caregiving roles when their guardians become seriously ill and demonstrates why understanding children’s care is crucial for global health policy. Using ethnographic methods, and listening to the voices of the young as well as adults, Jean Hunleth makes the caregiving work of children visible. She shows how children actively seek to “get closer” to ill guardians by providing good care. Both children and ill adults define good care as attentiveness of the young to adults’ physical needs, the ability to carry out treatment and medication programs in the home, and above all, the need to maintain physical closeness and proximity. Children understand that losing their guardians will not only be emotionally devastating, but that such loss is likely to set them adrift in Zambian society, where education and advancement depend on maintaining familial, reciprocal relationships. View a gallery of images from the book (https://www.flickr.com/photos/childrenascaregivers)