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Final

HUMA 1970 Study Guide - Final Guide: Wendy Ewald, Liberty Pole, Photovoice


Department
Humanities
Course Code
HUMA 1970
Professor
Krys Verrall
Study Guide
Final

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Exam Review
The 3-pronged course argument:
oChildhood is a cultural (social, historical) construction
Dealing with the notion of childhood
“sacred time in life” that needs “preserving”
Through our “social” world and “historical studies” it is nothing more than
a construct produced by our culture
oChildren are part of history and a part of the social world
Children are a largely ignored part of history
Ethnography is giving insight into their own social world which means
they are a part of the social world
oChildren are subjects of research
Our Thesis:
o“Childhood is a marginalized space, but childhood is not ideologically-based, but
depends on individuality”
Essay question
oDraw on texts from both semesters
oMight ask to summarize the course thesis/argument
Look at titles of lectures on syllabus
Essay Question examples:
oRepresentation of childhood
Historical representation
Objective approach to representing childhood
oLocke
oRousseau
oAries
Game (Lack of representation)
oChildren weren’t allowed in congress
oLocke didn’t talk about children in his treaty
oCreated a false representation of childhood (brought a
modern view of children by giving them power in the end; it
never would have happened in real life)
Subjective Approach
Representation through memoir
oFlawed
oSelective
oPartial
oIncomplete representation of childhood; can’t apply to
contemporary childhood
oRed Land, Yellow River; As Long As the Rivers Flow
Subjective Research with Children
oAsking children to represent their own culture
oDominant Ideologies
Talked about innocence
First day of lecture “Childhood is ________ because children are
________”
Notions of innocence

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oChildren exposed to war (graveyards, riots, liberty pole,
mob actions)
Refutes the course argument
Aries (before a certain time, childhood did not exist; they were
looked at as people); refutes the course argument
Memoirs
oA Gift From Childhood
oAs Long As the Rivers Flow
Articles
oNodelman
oGrant
oChildhood is a social/historical construct
oObjective/ Subjective Research
oChildren as Social Actors
oCommon Assumptions (Childhood)
Terms and Concepts
o2nd half of course only
oDefine the term (usually come from representation)
Films
Books
Pictures
oVisual culture
oAdult researcher
oChild curator
oSocial Construct
oConcepts usually come from the themes
The concept in terms of the course
oRelate the term to the concept
Look at drawing on some theory
oExample:
Term – Picture from The Best Part of Me (feet)
This is a picture of feet from The Best Part of Me which is a book
of poetry by Wendy Ewald which includes pictures of children’s
bodies. It talks about the child’s individuals likes and experiences.
We know this because it talks about mosquitos on her legs and
she paints her toenails
Concept – Children as Curators
oMitchell & Reid Walsh “Getting the picture …”
Children can not only be photographers but can
also tell you about the pictures
oWillsey
Benjamin’s treasure chest
Ben told her what went into the treasure
chest
oPhotovoice research
Children took the photos and told you about it
oIn terms of the course
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