CHYS 2P38 Study Guide - Winter 2018, Comprehensive Midterm Notes - Social Reproduction, Canada, Social Exclusion
12 Oct 2018
School
Department
Course
Professor
CHYS 2P38
MIDTERM EXAM
STUDY GUIDE
Fall 2018
Introduction
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Reviewing the Syllabus: readings, assignments, expectations
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Childhood in history
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Childhood as structure and/or disclosure
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A theoretical framework for child and youth research
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Agenda/ Outline
Dr. Tom O'Neil
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Cultural anthropologist (McMaster 1997)
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How is childhood and youth experienced in other societies and cultures?
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How do they fit and shape into the society in which they live in
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Child and youth agency in social change
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Introduction
Course outline- available for download on Sakai
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Rubrics are posted on Sakai
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Assignments- seminar reading summaries
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Posted on Sakai given a set amount of time/days to answer the essay questions
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Mid term answer 1/2 questions
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Final exam answer 2/3 questions
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Mid-term tests and final exam
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Let seminar leader know first and then the prof
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Lenient in term of extension for assignments
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Late assignments aren't accepted unless there is a appropriate reason for late submission
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Addressing the sociocultural side of things
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All disciplines are very similar
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To extend knowledge of key theories of children and youth which are delivered from anthropology, critical
studies, human geography and sociology
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How doeth the global norm conceive children and youth in different culture/ countries
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To critically engage with global representations of children and youth
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Communication is a very important skill that can always use improving
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To develop skills to communicate with both academic and non-academic audiences
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Learning Objectives/ Outcomes:
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Each lecture will be framed by Well's book, but lecture material will expand on it substantially
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Seminar readings available for download form the outline
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They are intended to provide/ compliment examples of issues discussed in lecture
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Course readings: general text is Karen Wells (2015) Childhood in Global Perspective (2nd edition)
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Lecture PowerPoints will be uploaded on Sakai, but these are no notes, and wont be sufficient to do well
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Seminars begin MONDAY SEPTEMBER 11TH
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Your seminar leader is important, get to know them:
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Evidence of advanced writing skills
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Evidence of advanced analytic skills
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Evidence of advanced argumentation skills
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Evidence of advanced engagement in the project, lecture, seminars, etc.
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"The marks of 80-89 are awarded to students for excellent, comprehensive, accurate work in which evidence of a
certain flair for and comprehensions of the subject is clearly perceptible" (FHB 10.2.2)
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Independent learning
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Lecture notes
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Seminar readings
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Working towards the ability to organize your own learning experience
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Racism
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Religion- how it functions in culture in relations to people experiences
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Sexism
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Some contexts are disturbing, because we are discussing what's happening with children and youth around the
globe
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Trigger warnings and other cautions
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Your seminar leader is the first person to see in regards to seminar schedule and assignments
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Syllabus Review
Week 1- Children, Youth and Society
CHYS 2P38 Page 1
find more resources at oneclass.com
find more resources at oneclass.com
Go to seminar leader first and then prof
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Your seminar leader is the first person to see in regards to seminar schedule and assignments
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Office Hours: Wednesdays 9:30-10:30
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Ellen Carter ecarter@brocku.ca, ext. 3151; Cairns 324.
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First historian to actually write about childhood and the difference of how children experience their life
in comparison to adults
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French social historian
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Childhood is now established in which people experience it from birth- teenage years
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Weren't a separate entity
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Awareness was established much later
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Seen as mini- adults in medieval tomes
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We don't even questions because its so established now its a part of the social and physical norm
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We have a different regard for children and adults
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" In medieval society the idea of childhood did not exist; this is not to suggest that children were neglected, forsaken
or despised. The idea of childhood is not to be confused with affection for children: it corresponds to an awareness
of the particular nature of childhood.. which distinguished the child from the adult (AND)... In medieval society this
awareness was lacking" (Aries, 1962, p. 125).
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Scholars in the past interpreted evident differently then scholars now
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Historical analysis of childhood is limited by the lack of evidence, so that historical representations often say more
about the present than the past
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Children experience were very dark ( abuse, neglect)
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Mortality rates were very high in this era
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Being beaten
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Starved
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Emotionally abused
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The goal was to make these boys into strong and noble men
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Drawn from analysis of diaries of peoples childhood
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DeMause (1974) argued that medieval childhood was a "nightmare"
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Were illiterate
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Couldn't recognize their life experiences
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Documents say little about peasant childhood, nothing about different cultural of racial childhood
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Linda Pollock (1983)- used document to show that children were not routinely abused
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Europe took over, to emphasize their own economic color around the world
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Brought travellers, merchants and other people in the process of western domination all over the world
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Historical account of non- Europeans childhoods tend to be colonial childhoods
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According to Wolf, our conception of history is based on notions of non-European societies as lacking the idea
of linear progress, something that he rejected
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Slave trading were particularly in North America
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By 1400, global networks emerged around the trade of gold, spices and slaves
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Eris Wolfe's Europe and the peoples without history (1982) argues that the idea of "history| is itself a European
construct
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Ethno- historical accounts of non-European societies suggested that in most non-European societies suggested that
in most non-European societies the young were valued not only sentimentally, but also economically according to
their capacity
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The changing colonial economy transformed the lives of children and families; as Grier in Invisible Hands (2006),
Zimbabwe children were often forces to labour while their European peers were legislated in schools
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Childhood in History
The experience of "childhood" is mediated by race, class and gender
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Notion of "lost childhood"
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There isn't
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Is there a universal phenomenon we can call "childhood"
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Wells while recognizing the flaws in Aries' argument, asserts childhood as "a distinct phase in the life cycle" is
universal
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Jens Qvortrup- understanding the phenomenon of childhood in the instance in which it occurs
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Argues for a microanalysis of childhood, and how is "occurs" in national, socio-economic and cultural frameworks
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Childhood is a distinct phase is structured different from the notion that is socially constructed
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Childhood is a biological structure in most cultures
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Childhood as structure and/or disclosure
CHYS 2P38 Page 2
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
A theoretical framework for child and youth research. How do they fit and shape into the society in which they live in. Posted on sakai given a set amount of time/days to answer the essay questions. Late assignments aren"t accepted unless there is a appropriate reason for late submission. Let seminar leader know first and then the prof. To extend knowledge of key theories of children and youth which are delivered from anthropology, critical studies, human geography and sociology. To critically engage with global representations of children and youth. How doeth the global norm conceive children and youth in different culture/ countries. To develop skills to communicate with both academic and non-academic audiences. Communication is a very important skill that can always use improving. Course readings: general text is karen wells (2015) childhood in global perspective (2nd edition) Each lecture will be framed by well"s book, but lecture material will expand on it substantially.
