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Children, Literacy and Ethnicity: Reading Identities in the Primary School
by Lexie SchererThis book explores children's meaning making of the books they learn to read with, especially relating to the intersections of race, gender and class. Based on research using a participative, innovative design with young children, issues of identity, belonging and classroom hierarchies are explored in complex and poignant ways by the children.
Children, Morality and Society (Studies in Childhood and Youth)
by S. FrankelThis book explores the extent to which children engage with questions of morality, arguing that they are active members of society who have both the capacity and understanding to engage with discourses of morality.
The Children of Athena: Greek writers and thinkers in the Age of Rome, 150 BC–AD 400
by Charles FreemanThe remarkable story of how Greek-speaking writers and thinkers sustained and developed the intellectual legacy of Classical Greece under the rule of Rome.In 146 BC, Greece yielded to the military might of the Roman Republic; some sixty years later, when Athens and other Greek city-states rebelled against Rome, the general Lucius Cornelius Sulla destroyed the city of Socratesand Plato, laying waste the famous Academy where Aristotle had studied.However, the traditions of Greek cultural life would continue to flourish – across the eastern Mediterranean world and beyond – during the centuries of Roman rule that followed, in the lives and work of a distinguished array of philosophers, rhetoricians, historians, doctors, scientists, geographers and theologians.Charles Freeman's accounts of such luminaries as the polymathic physician Galen, the soldier-botanist Dioscorides, the Alexandrian geographer and astronomer Ptolemy and the Neoplatonic philosopher Plotinus are interwoven with 'interludes' that counterpoint and contextualise a sequence of unjustly neglected and richly influential lives.This is the story of a vibrant, constantly evolving tradition of intellectual inquiry across a period of more than five hundred years, from the second century BC to the start of the fifth century ad – one that would help shape the intellectual landscape of the Middle Ages and long after. The Children of Athena is a cultural history on an epic scale.
The Children of Harvey Milk: How LGBTQ Politicians Changed the World
by Andrew ReynoldsPart political thriller, part meditation on social change, part love story, The Children of Harvey Milk tells the epic stories of courageous men and women around the world who came forward to make their voices heard during the struggle for equal rights. Featuring LGBTQ icons from America to Ireland, Britain to New Zealand; Reynolds documents their successes and failures, heartwarming stories of acceptance and heartbreaking stories of ostracism, demonstrating the ways in which an individual can change the views and voting behaviors of those around them. The book also includes rare vignettes of LGBTQ leaders in Africa, Asia, Latin America and the Caribbean who continue to fight for equality in spite of threats, violence, and homophobia. A touchstone narrative of the tumultuous journey towards LGBTQ rights, The Children of Harvey Milk is a must-read for anyone with an interest in social change. Updated in paperback, this new edition accounts for developments such as the US presidential candidacy of Pete Buttigieg.
The Children of Harvey Milk: How LGBTQ Politicians Changed the World
by Andrew ReynoldsPart political thriller, part meditation on social change, part love story, The Children of Harvey Milk tells the epic stories of courageous men and women around the world who came forward to make their voices heard during the struggle for equal rights. Featuring LGBTQ icons from America to Ireland, Britain to New Zealand; Reynolds documents their successes and failures, heartwarming stories of acceptance and heartbreaking stories of ostracism, demonstrating the ways in which an individual can change the views and voting behaviors of those around them. The book also includes rare vignettes of LGBTQ leaders in Africa, Asia, Latin America and the Caribbean who continue to fight for equality in spite of threats, violence, and homophobia. A touchstone narrative of the tumultuous journey towards LGBTQ rights, The Children of Harvey Milk is a must-read for anyone with an interest in social change. Updated in paperback, this new edition accounts for developments such as the US presidential candidacy of Pete Buttigieg.
The Children of Light and the Children of Darkness: A Vindication of Democracy and a Critique of Its Traditional Defense
by Reinhold NiebuhrThe Children of Light and the Children of Darkness, first published in 1944, is considered one of the most profound and relevant works by the influential theologian Reinhold Niebuhr, and certainly the fullest statement of his political philosophy. Written and first read during the prolonged, tragic world war between totalitarian and democratic forces, Niebuhr’s book took up the timely question of how democracy as a political system could best be defended. Most proponents of democracy, Niebuhr claimed, were “children of light,” who had optimistic but naïve ideas about how society could be rid of evil and governed by enlightened reason. They needed, he believed, to absorb some of the wisdom and strength of the “children of darkness,” whose ruthless cynicism and corrupt, anti-democratic politics should otherwise be repudiated. He argued for a prudent, liberal understanding of human society that took the measure of every group’s self-interest and was chastened by a realistic understanding of the limits of power. It is in the foreword to this book that he wrote, “Man’s capacity for justice makes democracy possible; but man’s inclination to injustice makes democracy necessary.” This edition includes a new introduction by the theologian and Niebuhr scholar Gary Dorrien in which he elucidates the work’s significance and places it firmly into the arc of Niebuhr’s career.
The Children of Light and the Children of Darkness: A Vindication of Democracy and a Critique of Its Traditional Defense
by Reinhold NiebuhrThe Children of Light and the Children of Darkness, first published in 1944, is considered one of the most profound and relevant works by the influential theologian Reinhold Niebuhr, and certainly the fullest statement of his political philosophy. Written and first read during the prolonged, tragic world war between totalitarian and democratic forces, Niebuhr’s book took up the timely question of how democracy as a political system could best be defended. Most proponents of democracy, Niebuhr claimed, were “children of light,” who had optimistic but naïve ideas about how society could be rid of evil and governed by enlightened reason. They needed, he believed, to absorb some of the wisdom and strength of the “children of darkness,” whose ruthless cynicism and corrupt, anti-democratic politics should otherwise be repudiated. He argued for a prudent, liberal understanding of human society that took the measure of every group’s self-interest and was chastened by a realistic understanding of the limits of power. It is in the foreword to this book that he wrote, “Man’s capacity for justice makes democracy possible; but man’s inclination to injustice makes democracy necessary.” This edition includes a new introduction by the theologian and Niebuhr scholar Gary Dorrien in which he elucidates the work’s significance and places it firmly into the arc of Niebuhr’s career.
The Children of Light and the Children of Darkness: A Vindication of Democracy and a Critique of Its Traditional Defense
by Reinhold NiebuhrThe Children of Light and the Children of Darkness, first published in 1944, is considered one of the most profound and relevant works by the influential theologian Reinhold Niebuhr, and certainly the fullest statement of his political philosophy. Written and first read during the prolonged, tragic world war between totalitarian and democratic forces, Niebuhr’s book took up the timely question of how democracy as a political system could best be defended. Most proponents of democracy, Niebuhr claimed, were “children of light,” who had optimistic but naïve ideas about how society could be rid of evil and governed by enlightened reason. They needed, he believed, to absorb some of the wisdom and strength of the “children of darkness,” whose ruthless cynicism and corrupt, anti-democratic politics should otherwise be repudiated. He argued for a prudent, liberal understanding of human society that took the measure of every group’s self-interest and was chastened by a realistic understanding of the limits of power. It is in the foreword to this book that he wrote, “Man’s capacity for justice makes democracy possible; but man’s inclination to injustice makes democracy necessary.” This edition includes a new introduction by the theologian and Niebuhr scholar Gary Dorrien in which he elucidates the work’s significance and places it firmly into the arc of Niebuhr’s career.
The Children of Light and the Children of Darkness: A Vindication of Democracy and a Critique of Its Traditional Defense
by Reinhold NiebuhrThe Children of Light and the Children of Darkness, first published in 1944, is considered one of the most profound and relevant works by the influential theologian Reinhold Niebuhr, and certainly the fullest statement of his political philosophy. Written and first read during the prolonged, tragic world war between totalitarian and democratic forces, Niebuhr’s book took up the timely question of how democracy as a political system could best be defended. Most proponents of democracy, Niebuhr claimed, were “children of light,” who had optimistic but naïve ideas about how society could be rid of evil and governed by enlightened reason. They needed, he believed, to absorb some of the wisdom and strength of the “children of darkness,” whose ruthless cynicism and corrupt, anti-democratic politics should otherwise be repudiated. He argued for a prudent, liberal understanding of human society that took the measure of every group’s self-interest and was chastened by a realistic understanding of the limits of power. It is in the foreword to this book that he wrote, “Man’s capacity for justice makes democracy possible; but man’s inclination to injustice makes democracy necessary.” This edition includes a new introduction by the theologian and Niebuhr scholar Gary Dorrien in which he elucidates the work’s significance and places it firmly into the arc of Niebuhr’s career.
Children, Religion and the Ethics of Influence (Bloomsbury Philosophy of Education)
by John TillsonIn Children, Religion and the Ethics of Influence, John Tillson develops a theory concerning which kinds of formative influence are morally permissible, impermissible or obligatory. Applying this theory to the case of religion, he argues that religious initiation in childhood is morally impermissible whether conducted by parents, teachers or others. Tillson addresses questions such as: how we come to have the ethical responsibilities we do, how we understand religion, how ethical and religious commitments can be justified, and what makes children ethically special.
Children, Religion and the Ethics of Influence (Bloomsbury Philosophy of Education)
by John TillsonIn Children, Religion and the Ethics of Influence, John Tillson develops a theory concerning which kinds of formative influence are morally permissible, impermissible or obligatory. Applying this theory to the case of religion, he argues that religious initiation in childhood is morally impermissible whether conducted by parents, teachers or others. Tillson addresses questions such as: how we come to have the ethical responsibilities we do, how we understand religion, how ethical and religious commitments can be justified, and what makes children ethically special.
Children Starting School: A Guide to Successful Transitions and Transfers for Teachers and Assistants
by Hilary FabianDrawing on research, theory and practice, this book presents ways in which practitioners, working in partnership with parents, can give children a successful start to school. Written in an accessible style, the book helps early years practitioners planning transition programs for new children and offers ideas for developing their professional practice when working with families. Starting school at the age of four or five is recognized as a major adjustment in a child's life that can determine his or her future success in education. This book highlights the factors that influence children's early adjustment, including their social and emotional wellbeing, so that schools can learn the best way to offer support. Practitioners, managers and those studying on early childhood courses will gain an understanding of the complexity and diversity of transition and will learn how they can make this a stress-free time for the children, families and professionals involved.
Children Starting School: A Guide to Successful Transitions and Transfers for Teachers and Assistants
by Hilary FabianDrawing on research, theory and practice, this book presents ways in which practitioners, working in partnership with parents, can give children a successful start to school. Written in an accessible style, the book helps early years practitioners planning transition programs for new children and offers ideas for developing their professional practice when working with families. Starting school at the age of four or five is recognized as a major adjustment in a child's life that can determine his or her future success in education. This book highlights the factors that influence children's early adjustment, including their social and emotional wellbeing, so that schools can learn the best way to offer support. Practitioners, managers and those studying on early childhood courses will gain an understanding of the complexity and diversity of transition and will learn how they can make this a stress-free time for the children, families and professionals involved.
Children Talk About the Mind
by Karen Bartsch Henry M. WellmanWhat, exactly, do children understand about the mind? And when does that understanding first emerge? In this groundbreaking book, Karen Bartsch and Henry Wellman answer these questions and much more by taking a probing look at what children themselves have to tell us about their evolving conceptions of people and their mental lives. By examining more than 200,000 everyday conversations (sampled from ten children between the ages of two and five years), the authors advance a comprehensive "naive theory of mind" that incorporates both early desire and belief-desire theories to trace childhood development through its several stages. Throughout, the book offers a splendidly written account of extensive original findings and critical new insights that will be eagerly read by students and researchers in developmental psychology, cognitive psychology, philosophy, and psycholinguistics.
The Children Who Ran for Congress: A History of Congressional Pages
by Darryl J. GonzalezThis book offers a meticulously researched, comprehensive chronology of the Congressional Page system, from the late 1700s to modern day.From the origins of the page system in 1774 to the period in the 1940s when Congress demonstrated an indifference towards the needs of providing the boys with supervised living arrangements, congressional pages have a storied past. It's a topic that can be amusing—for years, pages simply treated the Capitol as a their private playground to subject adults to their mischief—and sobering, as Congress continued to employ boys as young as eight years old, even after passing labor laws that prohibited it and was reluctant to provide supervised living arrangements for decades.Unlike many dry and lifeless books about Congressional history, The Children Who Ran For Congress: A History of Congressional Pages provides a lively and engaging look at the history of the page system, a topic that has largely been ignored. Based on a thorough investigation of historical documents and personal interviews, Darryl Gonzalez now tells the complete story of the young boys (and girls) who have served Congress for more than 200 years.
The Children Who Ran for Congress: A History of Congressional Pages
by Darryl J. GonzalezThis book offers a meticulously researched, comprehensive chronology of the Congressional Page system, from the late 1700s to modern day.From the origins of the page system in 1774 to the period in the 1940s when Congress demonstrated an indifference towards the needs of providing the boys with supervised living arrangements, congressional pages have a storied past. It's a topic that can be amusing—for years, pages simply treated the Capitol as a their private playground to subject adults to their mischief—and sobering, as Congress continued to employ boys as young as eight years old, even after passing labor laws that prohibited it and was reluctant to provide supervised living arrangements for decades.Unlike many dry and lifeless books about Congressional history, The Children Who Ran For Congress: A History of Congressional Pages provides a lively and engaging look at the history of the page system, a topic that has largely been ignored. Based on a thorough investigation of historical documents and personal interviews, Darryl Gonzalez now tells the complete story of the young boys (and girls) who have served Congress for more than 200 years.
Children’s Bodies in Schools: Corporeal Performances Of Social Class (The Cultural and Social Foundations of Education)
by S. HenryBringing together sociology of the body with powerful examinations of educational theory and social class, Henry examines how children's experiences of school and pedagogy are shaped by their bodies and the ideas of social class and class identity that their bodies carry.
The Children's Crusade: Medieval History, Modern Mythistory
by G. DicksonThe Children's Crusade was possibly the most extraordinary event in the history of the crusades. The first modern study in English of this popular crusade sheds new light on its history and offers new perspectives on its supposedly dismal outcome. Its richly re-imagined history and mythistory is explored from the thirteenth century to present day.
Children's Emotions in Policy and Practice: Mapping and Making Spaces of Childhood (Studies in Childhood and Youth)
by Peter Kraftl Matej BlazekThis volume examines children's and young people's emotions in policy-making and professional practice. It seeks both to inform readers about up-to-date research and to provoke debate, encouraging and enabling critical reflections upon emotions in policy and practice, relevant to readers' own context.
Children’s Knowledge-in-Interaction: Studies in Conversation Analysis
by Amanda Bateman Amelia ChurchThis book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children’s interactions and the co-production of knowledge in everyday communication. The collection of studies explores children’s interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.
Children’s Lifeworlds in a Global City: Singapore (Global Childhoods in the Asia-Pacific #2)
by Li Mei Soo Nanthini Karthikeyan Kam Ming Lim Clare Bartholomaeus Nicola YellandThis book examines connections between policy contexts, school experiences and everyday activities of children growing up in the global city of Singapore. In particular, it explores how Singapore children’s everyday experiences inside and outside of school shape their orientations towards educational success. Alongside an analysis of school life and educational policies, it also considers children’s out-of-school activities, including leisure, homework, and enrichment activities, and connections between these and their school-based activities. The book draws on empirical data from Primary 4 classes in two Singapore schools in the form of student-completed surveys, classroom ethnographies, student responses to a learning dialogues activity, and a re-enactment of one child's out-of-school life, as well as curriculum and policy analysis. It provides readers with an in-depth understanding of Singapore Primary 4 children’s experiences inside and outside of school, including the structure of timetables and pedagogical approaches encountered in school lessons, children’s enjoyment of activities inside and outside of school, children’s engagement and wellbeing at school, and the impact of Singapore’s educational policies on children’s learning experiences. Moving beyond a simplistic focus on Singapore children’s academic performance in international high-stakes testing, the book offers a comprehensive exploration of their lives inside and outside of school. This holistic approach is unique in the Singapore context and contributes to a greater understanding of children’s everyday lives in the city.
Children's Play and Development: Cultural-Historical Perspectives (International Perspectives on Early Childhood Education and Development #8)
by Ivy Schousboe and Ditte Winther-LindqvistThis book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, South America and North America). Common to all chapters is a goal of throwing new light on the phenomenon of playing within a theoretical framework of cultural-historical theory. Play as a cultural, collective, social, personal, pedagogical and contextual activity is addressed with reference to central concepts in relation to development and learning. Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues. Essential as a must read to any scholar and student engaged with understanding play in relation to human development, cultural historical theory and early childhood education.
The Children's Play Centre: Its Psychological Value and its Place in the Training of Teachers (Routledge Revivals)
by D.E.M. GardnerFirst published in 1937, The Children’s Play Centre is an account of Gardner’s Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner’s experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education.
The Children's Play Centre: Its Psychological Value and its Place in the Training of Teachers (Routledge Revivals)
by D.E.M. GardnerFirst published in 1937, The Children’s Play Centre is an account of Gardner’s Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner’s experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education.
Children’s Right to Silence and Non-Participation in Education: Redefining Student Voice (Routledge Research in Education)
by Amy HannaThis insightful book re-examines the concept of student voice through an exploration of children’s implicit rights to silence and non-participation. By considering what remains unspoken but is voiced through silence, this book theorises silence through the lens of power. Responding to calls for more critical approaches to children's participation under the UN Convention on the Rights of the Child, this unique exposition of silence ventures beyond traditional notions of voice as a defining term for justice and participation, and traditional understandings of silence as powerlessness. Instead, this book presents young people’s uses and understandings of silence at school as an instrument of power. Based on empirical research, the book reconceptualises children’s participation rights through silence. Addressing an important gap in the literature on student voice and children’s participation, this book is a valuable resource for academics, researchers, and postgraduate students in the fields of children’s human rights, childhood studies, and educational philosophy.