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Bringing together academic and practitioner points of view, this edited collection shows how violence enters into ordinary, routine practices of childhood and children's experiences. The contributing authors seek to understand how violence is enacted against children in infancy, adolescence, in school, in care, at home and on the street

Die Autoren stellen das Nationale Bildungspanel in der Kindheits- und Jugendforschung vor, in welchem fünf miteinander verbundene Dimensionen im Vordergrund stehen: Entwicklung von Kompetenzen im Lebenslauf, Bildungsprozesse in lebenslaufspezifischen Lernumwelten, soziale Ungleichheit und Bildungsentscheidungen, Bildungsprozesse von Personen mit Migrationshintergrund sowie Renditen von Bildung. Die inhaltlichen Schwerpunkte des Nationalen Bildungspanels werden über die Lebensspanne hinweg verfolgt und für die einzelnen Lebensphasen durch spezifische Themenblöcke gezielt ergänzt. Die Lebensspanne wird dabei in acht Bildungsetappen unterteilt, die von Neugeborenen und der frühkindlichen Betreuung bis hin zur beruflichen Weiterbildung und Prozessen des lebenslangen Lernens reichen. Das Nationale Bildungspanel wird damit nicht nur innovative Impulse für die Grundlagenforschung liefern, sondern auch zentrale Informationen für politische Entscheidungsträger bereitstellen. Insgesamt ist zu erwarten, dass mit der Etablierung des Nationalen Bildungspanels die Rahmenbedingungen für die empirische Bildungsforschung in Deutschland entscheidend verbessert, eine evidenzbasierte Politikberatung ermöglicht, die Förderung des wissenschaftlichen Nachwuchses maßgeblich unterstützt und die internationale Sichtbarkeit der deutschen Bildungsforschung deutlich gefordert werden. (ICI2)

The writing of history of children and youth is an academic practice situated in time and space. Consequently this enterprise needs self-critical reflection over the presuppositions it is embedded in. As an historical discipline it was established within a modern ideological framework of writing history from below. This research interest grew out of a will to explore alternative perspectives questioning former hegemonic "whig interpretations" in which the kings and nobles of society was placed in the center of history as movers and shapers. Being an historical object of study was formerly considered a privilege of the elite and being portrayed, documented and glorified in historical chronicles was not part of anybody's life experience. Michel Foucault interpreted this reversal of focus in history writing - turning from the power figures like monarchs, heroes and heroines, and their importance to historical change - towards women, children and minorities - an effect of changes in power relations of modern societies. I consider this to be a crucial and critical contribution to the understanding of power and government in the writing and use of history. With this focus on 'regular' people and their everyday lives Foucault identified a reversal in what was deemed to be of historical interest. His approach was thereby to look to the other end of the power relations of society. Instead of studying who was 'in power' by standing in the historical focus, Foucault asked questions about who, what and how this focus on everybody and their everyday lives was effected. Within such a foucauldian frame of thought on what effects the study objects of the historical discipline, we need to ask ourselves: what effects our academic 'gaze' at the historical objects on children and youth? What kind of historical focus or 'gaze' are we promoting in our studies of childhood and youth? How are we taking a critical stance towards these presuppositions in which our academic interests and venues are being shaped? What power relations are ...

Many children's everyday lives, their identities, their relationships and their communities are increasingly interwoven with mobile internet technologies. Based upon up-to-date research and a highly robust theoretical framework, this impressive and timely volume examines the current debates in relation to childhood as a social and cultural construction, mobile internet technologies and children's everyday experiences. Drawing on the social studies of childhood paradigm and key debates in socio-technical studies, this book provides a much-needed critical and theoretical exploration of children's interactions with mobile internet technologies in late modernity. Exploring technology in relation to relationships, changing perspectives on childhood and risk, and the role of mobile internet technologies in children's educational experiences, Childhood, Mobile Technologies and Everyday Experiences examines the complex and dynamic nature of childhood in contemporary society, and offers a significant contribution the field of childhood and youth studies.

The English language version of proceedings of a bilateral UK/FRG conference held at Philipps Universitaet, Marburg. The theme of this conference was the examination of childhood and youth as life-stages in the context of contemporary social and cultural change, with an eye to future developments

This book shows the different ways in which migration matters in the context of global and local childhood and youth. Furthermore, it highlights that childhood, youth and migration as well as local and global perspectives need to be thought and analyzed together, to address the significant dimensions of social inequality in the context of growing up. Migration as a phenomenon is most often motivated by the search for a better life. Very often children and young people, migrating alone or together with their families, migrate to ameliorate their own or others' living conditions and seize opportunities for realizing a good life. Today as well as in the past this search for a better life is very often triggered by socio-economic reasons, war or terrorism. Against the backdrop of the topic raised above the book deals with children and young people's own perspective in countries of migration. It promotes the idea of connecting global and local issues of childhood and youth with a special focus on questions of education. It studies questions of global and local living and highlights living circumstances shaped by patterns of migration and mobility

Intro -- Acknowledgements -- Contents -- 1 Disclosing Childhoods -- Introduction -- Disclosing Childhoods -- The Rest of the Book -- References -- 2 Towards a Decentering of 'The Child' -- Introduction -- Broader Engagements with Social Theory -- Poststructuralism -- Feminist Approaches -- Posthumanism, the Ontological Turn and Beyond -- How to Know in Childhood Studies -- The Limits of the Field -- Knowing Reflexively -- Knowing Diffractively -- Conclusion -- References -- 3 Knowledge Production in Childhood Studies -- Introduction -- The Emergence of Contemporary Childhood Studies -- Emerging Critiques of the Field: The Limits of Social Constructionism and Dualistic Thinking -- The Appeal of Relational Ontologies -- Disciplinarity and Interdisciplinarity in Childhood Studies -- Undisciplining Childhood Studies? -- Conclusion -- References -- 4 The Production of Children's Voices -- Introduction -- Voice Research in Childhood Studies -- From Interview Methods to Visual Methods -- Participant Observation and Peer Culture Research -- Institutional Contexts -- Rapport, Layers of Meaning and the Problem of Time -- The Non-normative and the Undomesticated in Children's Voices -- Silence as an Example of Undomesticated Voice -- The Interpretation of What Children Mean -- The Limits of Individual Voices -- Ways for Representing Children Reflexively -- Conclusion -- References -- 5 What Kind of Agency for Children? -- Introduction -- The Fixation with Children's Agency -- Emerging Fissures: Beyond Agency as Self-Possession -- Rethinking Agency with Relational Ontologies -- A New Materialist Reading of Children's Agency -- An Empirical Illustration -- Working Towards a Critical Understanding of Agency -- Scale-Making as a Knowledge Practice in Childhood Studies -- Conclusion -- References -- 6 Children's Participation in Research as a Knowledge Practice

This book shows the different ways in which migration matters in the context of global and local childhood and youth. Furthermore, it highlights that childhood, youth and migration as well as local and global perspectives need to be thought and analyzed together, to address the significant dimensions of social inequality in the context of growing up. Migration as a phenomenon is most often motivated by the search for a better life. Very often children and young people, migrating alone or together with their families, migrate to ameliorate their own or others' living conditions and seize opportunities for realizing a good life. Today as well as in the past this search for a better life is very often triggered by socio-economic reasons, war or terrorism. Against the backdrop of the topic raised above the book deals with children and young people's own perspective in countries of migration. It promotes the idea of connecting global and local issues of childhood and youth with a special focus on questions of education. It studies questions of global and local living and highlights living circumstances shaped by patterns of migration and mobility.