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Lecture

HUMA 1970 LECTURE.docx

7 Pages
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Department
Humanities
Course Code
HUMA 1970
Professor
Jeffrey Canton

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HUMA 1970 – Lecture September 20, 2011 Worlds of Childhood Toolbox Reflexivity - the circular relationships between cause and effect Methods – how a research is carried out Methodologies - A body of practices, procedures, and rules used by those who work in a discipline or engage in an inquiry; a set of working methods (a system of methods) Paradigm – a typical example or pattern of something; a model Social construction - a social mechanism, phenomenon, or category created and developed by society; a perception of an individual, group, or idea that is 'constructed' through cultural or social practice Ideologies - The body of ideas reflecting the social needs and aspirations of an individual, group, class, or culture. Generational approach - Adult- child binary (opposites)4 Power - Agency - the capacity, condition, or state of acting or of exerting power (?) UNCRC – United Nations Convention on the Rights of the Child Popular culture - cultural activities or commercial products reflecting, suited to, or aimed at the tastes of the general masses of people. Kitchen research – research with families for convenience (?) Ethnography - The scientific description of the customs of peoples and cultures. Memory work - Memory work is a process of engaging with the past which has both an ethical and historical dimension. Textual analysis - Class - Collaboration - Nostalgia - a sentimental yearning for the happiness of a former place or time: Gaze - to look steadily and intently, as with great curiosity, interest, pleasure, or wonder. Insider/outsider - Othering - Children as meaning-makers - Subversiveness –different “What would it really mean to study the world from the standpoint of children both as knowers and actors” - Ann Oakley (think about methodologies)  child-focused research  child as subject within the research practice rather than being the object of research 1) Children as social actors in their own right and participants in the shaping of social, political, economic and cultural structures – recognition of the diversities of childhood including societal inequalities, socio-political and economic change, social continuities and change 2) Reflexivity – as an entry point in research practice which allows us to see children as both respondents but also actively engaged in interpreting and shaping the research process – while we can't eradicate the generational difference between children and adults, we can be aware of the power differentials and acknowledge that socially children are marginalized and in a subordinate position that’s face to face with adults and need to develop research practices that resonate with children's own concerns and routines and be attentive to the power relationships, organizational structures and social inequalities that shape children's lives Research into children's relationship to popular culture gives us access to a) ideas around childhood and b) relationship of adults to childhood Undermining essentialism/monolith of childhood as a fixed and universal category through research – where do war, trauma, poverty affect childhood? HIV/AIDS in Sub-Saharan Africa? Street Kids? Relationship between children's popular culture and the West Spaces – physical and metaphorical Children possess an expertise, experiential knowledge and zeal about their own popular culture because 1) they are the intended audience/consumers 2) passionate engagement with popular culture artifacts – these are objects that exist in their own right, period and context and are also texts that allow us to examine the “space” that children inhabit in society Research WITH children is a decolonizing space where children can offer us entry into the protocols, values and behaviours of their lives and share with us their expertise; need to be careful not to colonize children by seeing them only in terms of developing people or objects of socialization Looking at popular culture – issues to be considered: Junk food Moral panics Ephemerality Importance of the new Listening and hearing – children are often considered as minority, don’t think, not mature, no experience and are smaller. Photographs – What can a child do with a camera? Camera as a tool of decolonization – children as ethnographers of their own lives – observing events or objects that might escape the attention of adults Being reflexive – questions asked – How do people look at photographs together? Who holds them and for how long/ who determines the order you look at them in? How long do you look at them and who decides when to move on? How might children's work with photography and popular culture – what Mitchell and Reid-Walsh call “play display” - feature more prominently in an exploration of the insider view of children's popular culture and what are the imaginative possibilities that such an approach might offer us as researchers? CHILDHOOD – SPACES - Home (no control) - Playgrounds/public spaces (no control) - School/daycare (no control) - Internet – Virtual Spaces (Some control) th September 27 , 2011 Reasearch with Children II Research methods and methodologies Methods – visual methods including photography – carried by children as well as family photographs Kitchen research Ethnography Construction of childhood – ideologies and common assumption Space – in which children live their lives and how research will be conducted (how does it affect the way we do research) home, school, public spaces and digital. What do children value in these spaces, do they value one over the other? WHAT CHILDREN KNOW ABOUT CHILDHOOD  we will learn through our readings and having conversation with them GENERATION  the difference based on age (the generational age, and view impact on children’s lives) … variable  gender, race, ethnicity, sexuality, class, AGE To ask children to help us understand childhood  IMP text from reading : “I am asking children, directly, to help me, an adult, to understand childhood - “in my own research programme…etc.) page 122 Berry Mayall Reflect on the research data we collect but also to reflect on how we do that research (whos conducting research, where is it done, who is involved, etc. are imp things we need to look out for when doing research) Adult Agendas – literacy program (agenda is to help out kids with literacy needs, etc. and that’s going to be the agenda)  how do I engage a young person in this? Context – what is the context in which the research was carried as?  “I’m doing this research for first year core course of children studies” so we can a context of what the research is, why and who is in involved “ ha
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