Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901
- Subject:
- Education, History of Education
A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting ...
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A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. A ‘progressive’ or ‘child-centred’ education began to emerge theoretically in the United States and Western Europe from the late nineteenth century, claiming to rewrite curriculums to suit children and young people’s needs, wants and abilities. Existing work suggests that progressivism both rose and retreated in Britain in the 1960s and 1970s, when a right-wing backlash against permissive teaching and the deschooling movement led to the imposition of central state control over education. However, the child-centred pedagogies that became mainstream in English and Welsh schools after 1945 rested on a fundamentally different vision of childhood. Unlike utopian deschoolers, post-war child-centred educationalists assumed that the achievements of mass democracy and the welfare state must be carefully preserved. Children needed to be socialised by adult educators to ensure that they acquired the necessary physical, intellectual, social and emotional maturity to become full citizens. Teachers, far from enthusiastically advocating child-centred methods, perceived them as a profound challenge to their authority in the classroom, and implemented them partially and reluctantly. Child-centred education, in alliance with developmental psychology, thus promoted a much more restrictive and pessimistic image of childhood and youth as it came to dominate mainstream schooling after the Second World War.Less
A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. A ‘progressive’ or ‘child-centred’ education began to emerge theoretically in the United States and Western Europe from the late nineteenth century, claiming to rewrite curriculums to suit children and young people’s needs, wants and abilities. Existing work suggests that progressivism both rose and retreated in Britain in the 1960s and 1970s, when a right-wing backlash against permissive teaching and the deschooling movement led to the imposition of central state control over education. However, the child-centred pedagogies that became mainstream in English and Welsh schools after 1945 rested on a fundamentally different vision of childhood. Unlike utopian deschoolers, post-war child-centred educationalists assumed that the achievements of mass democracy and the welfare state must be carefully preserved. Children needed to be socialised by adult educators to ensure that they acquired the necessary physical, intellectual, social and emotional maturity to become full citizens. Teachers, far from enthusiastically advocating child-centred methods, perceived them as a profound challenge to their authority in the classroom, and implemented them partially and reluctantly. Child-centred education, in alliance with developmental psychology, thus promoted a much more restrictive and pessimistic image of childhood and youth as it came to dominate mainstream schooling after the Second World War.
Carole Holohan
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781786941237
- eISBN:
- 9781789629279
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781786941237.001.0001
- Subject:
- History, British and Irish Modern History
Reframing Irish Youth in the Sixties focuses on the position of youth in the Republic of Ireland at a time when the meaning of youth was changing internationally. It argues that the reformulation of ...
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Reframing Irish Youth in the Sixties focuses on the position of youth in the Republic of Ireland at a time when the meaning of youth was changing internationally. It argues that the reformulation of youth as a social category was a key element of social change. While emigration was the key youth issue of the 1950s, in this period young people became a pivotal point around which a new national project of economic growth hinged. Transnational ideas and international models increasingly framed Irish attitudes to young people’s education, welfare and employment. At the same time Irish youths were participants in a transnational youth culture that appeared to challenge the status quo. This book examines the attitudes of those in government, the media, in civil society organisations and religious bodies to youth and young people, addressing new manifestations of youth culture and new developments in youth welfare work. In using youth as a lens, this book takes an innovative approach that enables a multi-faceted examination of the sixties, providing fresh perspectives on key social changes and cultural continuities.Less
Reframing Irish Youth in the Sixties focuses on the position of youth in the Republic of Ireland at a time when the meaning of youth was changing internationally. It argues that the reformulation of youth as a social category was a key element of social change. While emigration was the key youth issue of the 1950s, in this period young people became a pivotal point around which a new national project of economic growth hinged. Transnational ideas and international models increasingly framed Irish attitudes to young people’s education, welfare and employment. At the same time Irish youths were participants in a transnational youth culture that appeared to challenge the status quo. This book examines the attitudes of those in government, the media, in civil society organisations and religious bodies to youth and young people, addressing new manifestations of youth culture and new developments in youth welfare work. In using youth as a lens, this book takes an innovative approach that enables a multi-faceted examination of the sixties, providing fresh perspectives on key social changes and cultural continuities.
Benjamin René Jordan
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627656
- eISBN:
- 9781469627670
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627656.001.0001
- Subject:
- Sociology, Gender and Sexuality
Contrary to works arguing that both Boy Scouting and mainstream American manhood emphasized primitive virility and martial aggression in the early twentieth century, this book demonstrates that the ...
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Contrary to works arguing that both Boy Scouting and mainstream American manhood emphasized primitive virility and martial aggression in the early twentieth century, this book demonstrates that the Boy Scouts of America widely promulgated a popular new construct of “modern manhood.” It combined nineteenth century men's virtues such as self-control and a diligent work ethic with the scientific efficiency, expert management, and hierarchical loyalty that boys in their adolescence and men needed to adapt to a rapidly urbanizing and industrializing society. Scout leaders utilized a scientific, constructive engagement with nature and natural resource conservation to teach members such values, and to partner with reformers and businessmen to advance a modern vision of “practical citizenship” and nonpartisan service leadership. The book analyzes a wealth of Scout texts and images, policy and membership debates, and local practices as well as surveys and memoirs of boys and leaders reflecting on their experiences in the 1910s and 1920s. By insisting that modern manhood and practical citizenship represented universal values while actively incorporating European immigrant Catholics, Jews, and labor unionists, BSA administrators helped redraw the bounds of mainstream American manhood and leading citizenship to include light-skinned, working class urban dwellers and corporate-industrial employees while marginalizing traditional rural farmers of all ethnicities.Less
Contrary to works arguing that both Boy Scouting and mainstream American manhood emphasized primitive virility and martial aggression in the early twentieth century, this book demonstrates that the Boy Scouts of America widely promulgated a popular new construct of “modern manhood.” It combined nineteenth century men's virtues such as self-control and a diligent work ethic with the scientific efficiency, expert management, and hierarchical loyalty that boys in their adolescence and men needed to adapt to a rapidly urbanizing and industrializing society. Scout leaders utilized a scientific, constructive engagement with nature and natural resource conservation to teach members such values, and to partner with reformers and businessmen to advance a modern vision of “practical citizenship” and nonpartisan service leadership. The book analyzes a wealth of Scout texts and images, policy and membership debates, and local practices as well as surveys and memoirs of boys and leaders reflecting on their experiences in the 1910s and 1920s. By insisting that modern manhood and practical citizenship represented universal values while actively incorporating European immigrant Catholics, Jews, and labor unionists, BSA administrators helped redraw the bounds of mainstream American manhood and leading citizenship to include light-skinned, working class urban dwellers and corporate-industrial employees while marginalizing traditional rural farmers of all ethnicities.
Shuttleworth Sally
- Published in print:
- 2010
- Published Online:
- October 2011
- ISBN:
- 9780199582563
- eISBN:
- 9780191702327
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199582563.003.0015
- Subject:
- Literature, 19th-century and Victorian Literature
This chapter examines changes in the conception of the child as the bearer of the future in England during the 1890s. This development was highlighted in Alexander Chamberlain's The Child: A Study in ...
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This chapter examines changes in the conception of the child as the bearer of the future in England during the 1890s. This development was highlighted in Alexander Chamberlain's The Child: A Study in the Evolution of Man. This novel portrayed the child as the embodiment both of all past history and an expression of future possibility and the child becomes the key to self-understanding, to a realm of a lost past, and also the guarantee of a more positive future. Similar sentiments can also be found in Stanley Hall's Adolescence.Less
This chapter examines changes in the conception of the child as the bearer of the future in England during the 1890s. This development was highlighted in Alexander Chamberlain's The Child: A Study in the Evolution of Man. This novel portrayed the child as the embodiment both of all past history and an expression of future possibility and the child becomes the key to self-understanding, to a realm of a lost past, and also the guarantee of a more positive future. Similar sentiments can also be found in Stanley Hall's Adolescence.
Katherine Irwin and Karen Umemoto
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780520283022
- eISBN:
- 9780520958883
- Item type:
- book
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520283022.001.0001
- Subject:
- Sociology, Law, Crime and Deviance
Based on a nine years of ethnographic research, the authors examine multiple inequalities that underscore youth violence. They feature the experiences of inner city as well as rural girls and boys in ...
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Based on a nine years of ethnographic research, the authors examine multiple inequalities that underscore youth violence. They feature the experiences of inner city as well as rural girls and boys in Hawai‘i who face racism, sexism, poverty, and political neglect in the context of two hundred years of American colonial control in the Pacific. The authors highlight how legacies injustice endure as challenges in the present, prompting teens to fight for dignity and the chance to thrive in America – a nation that the youth described as inherently “jacked up” and “unjust.” While the story begins with the youth battling multiple contingencies, it ends on a hopeful note, as we see many of the teens overcome numerous hardships, often with the help of steadfast, caring adults.Less
Based on a nine years of ethnographic research, the authors examine multiple inequalities that underscore youth violence. They feature the experiences of inner city as well as rural girls and boys in Hawai‘i who face racism, sexism, poverty, and political neglect in the context of two hundred years of American colonial control in the Pacific. The authors highlight how legacies injustice endure as challenges in the present, prompting teens to fight for dignity and the chance to thrive in America – a nation that the youth described as inherently “jacked up” and “unjust.” While the story begins with the youth battling multiple contingencies, it ends on a hopeful note, as we see many of the teens overcome numerous hardships, often with the help of steadfast, caring adults.
Roger J.R. Levesque
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780190460792
- eISBN:
- 9780190460815
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190460792.001.0001
- Subject:
- Psychology, Forensic Psychology
The right to privacy figures prominently in popular discourse and law. Its popularity, however, is not matched by the respect it receives. A close look at empirical understandings of privacy, how it ...
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The right to privacy figures prominently in popular discourse and law. Its popularity, however, is not matched by the respect it receives. A close look at empirical understandings of privacy, how it shapes development, and how privacy itself can be shaped, provides important lessons for addressing the critical juncture facing privacy rights and privacy itself. To increase respect for privacy and foster privacy’s effective outcomes, society must capitalize on opportunities to shape adolescents’ use of privacy. Yet, as currently developed, the legal system has difficulty recognizing adolescents’ privacy rights and supporting systems that would shape adolescents’ skills and abilities in ways that would foster respect for privacy. As a result, the system fails to address the needs of adolescents and society. The upshot is that a developmental understanding of privacy essentially asks that the legal system take an entirely different approach to adolescents’ privacy. This book provides the foundation for understanding privacy rights and how they relate to adolescents. It then explores the place of privacy in adolescent development and builds on that understanding to chart ways to better address adolescents’ privacy needs and rights as well as society’s broader privacy interests. It argues that privacy actually is an inherently social phenomenon, one that can and must be shaped more effectively.Less
The right to privacy figures prominently in popular discourse and law. Its popularity, however, is not matched by the respect it receives. A close look at empirical understandings of privacy, how it shapes development, and how privacy itself can be shaped, provides important lessons for addressing the critical juncture facing privacy rights and privacy itself. To increase respect for privacy and foster privacy’s effective outcomes, society must capitalize on opportunities to shape adolescents’ use of privacy. Yet, as currently developed, the legal system has difficulty recognizing adolescents’ privacy rights and supporting systems that would shape adolescents’ skills and abilities in ways that would foster respect for privacy. As a result, the system fails to address the needs of adolescents and society. The upshot is that a developmental understanding of privacy essentially asks that the legal system take an entirely different approach to adolescents’ privacy. This book provides the foundation for understanding privacy rights and how they relate to adolescents. It then explores the place of privacy in adolescent development and builds on that understanding to chart ways to better address adolescents’ privacy needs and rights as well as society’s broader privacy interests. It argues that privacy actually is an inherently social phenomenon, one that can and must be shaped more effectively.
Ann Hagell, Seija Sandberg, and Robert Macdonald
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781447301042
- eISBN:
- 9781447307242
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447301042.003.0003
- Subject:
- Social Work, Children and Families
This chapter asks whether the increase in adolescent mental health problems has been accompanied by an increase in stress. Commentators have tended to use the evidence of rising levels of anxiety and ...
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This chapter asks whether the increase in adolescent mental health problems has been accompanied by an increase in stress. Commentators have tended to use the evidence of rising levels of anxiety and depression as evidence that stress has risen, but this confuses mental health and stress and creates a tautology. This chapter unpicks some of the conceptual and research challenges in this area, and concludes that stress is a particularly salient construct in adolescence that is clearly related to mental health outcomes. However, despite widespread assumptions, there are no good, repeated surveys of adolescent stressors in the UK over the last three decades, and much of the material on stress simply buys into the zeitgeist rather than challenging it. Implications for further research are provided.Less
This chapter asks whether the increase in adolescent mental health problems has been accompanied by an increase in stress. Commentators have tended to use the evidence of rising levels of anxiety and depression as evidence that stress has risen, but this confuses mental health and stress and creates a tautology. This chapter unpicks some of the conceptual and research challenges in this area, and concludes that stress is a particularly salient construct in adolescence that is clearly related to mental health outcomes. However, despite widespread assumptions, there are no good, repeated surveys of adolescent stressors in the UK over the last three decades, and much of the material on stress simply buys into the zeitgeist rather than challenging it. Implications for further research are provided.
renée c. hoogland
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781474458641
- eISBN:
- 9781474477147
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474458641.003.0005
- Subject:
- Literature, Criticism/Theory
This chapter addresses Bowen’s obnoxious adolescents, arguing that she brings together the operations of language and the critical function of affect in questions of meaning and being, and connects ...
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This chapter addresses Bowen’s obnoxious adolescents, arguing that she brings together the operations of language and the critical function of affect in questions of meaning and being, and connects what she sees as the figure of the queer adolescent in Bowen (for example, Theodora Thirdman in Friends and Relations) with the equally queer or innovative operations of her writing, with her novels as aesthetic events. It thus posits adolescence as a particular structure of feeling that, in the assemblage of (Bowen’s) novelistic writing, at once mobilizes the stylistic operations of her prose, and that determines the singularity of her writing and its aesthetic effects.Less
This chapter addresses Bowen’s obnoxious adolescents, arguing that she brings together the operations of language and the critical function of affect in questions of meaning and being, and connects what she sees as the figure of the queer adolescent in Bowen (for example, Theodora Thirdman in Friends and Relations) with the equally queer or innovative operations of her writing, with her novels as aesthetic events. It thus posits adolescence as a particular structure of feeling that, in the assemblage of (Bowen’s) novelistic writing, at once mobilizes the stylistic operations of her prose, and that determines the singularity of her writing and its aesthetic effects.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00006
- Subject:
- Education, History of Education
The introduction argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book will show that by putting ...
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The introduction argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book will show that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. By considering the faultlines within the movement that has been called ‘progressive’ or ‘child-centred’ education, we can more clearly assess its impact on concepts of childhood and youth.Less
The introduction argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book will show that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. By considering the faultlines within the movement that has been called ‘progressive’ or ‘child-centred’ education, we can more clearly assess its impact on concepts of childhood and youth.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00009
- Subject:
- Education, History of Education
Teachers rarely grasped the full complexities of the psychological theories that they encountered. However, the ways they used psychology and how it influenced their concepts of childhood were not ...
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Teachers rarely grasped the full complexities of the psychological theories that they encountered. However, the ways they used psychology and how it influenced their concepts of childhood were not solely reliant on a misunderstood and confused version of the arguments of key theorists. Rather than being an empty atheoretical vessel into which psychological knowledge was poured, the teaching profession had its own model of craft knowledge that both resisted and adapted the novel theories with which it was presented. This chapter focuses on teachers’ resistance to the child-centred educational methods that emerged from the findings of developmental psychologists. Teachers often felt they had to pay ‘lip-service’ to child-centred methods even if they were not convinced by them, intensifying the influence of simplistic and limiting concepts of childhood and youth. Even when they self-defined as ‘progressive’, they were liable to believe that this mindset tended to introduce too many changes too quickly, so teachers could not keep up with changing ‘trends’ in child-centred practice.Less
Teachers rarely grasped the full complexities of the psychological theories that they encountered. However, the ways they used psychology and how it influenced their concepts of childhood were not solely reliant on a misunderstood and confused version of the arguments of key theorists. Rather than being an empty atheoretical vessel into which psychological knowledge was poured, the teaching profession had its own model of craft knowledge that both resisted and adapted the novel theories with which it was presented. This chapter focuses on teachers’ resistance to the child-centred educational methods that emerged from the findings of developmental psychologists. Teachers often felt they had to pay ‘lip-service’ to child-centred methods even if they were not convinced by them, intensifying the influence of simplistic and limiting concepts of childhood and youth. Even when they self-defined as ‘progressive’, they were liable to believe that this mindset tended to introduce too many changes too quickly, so teachers could not keep up with changing ‘trends’ in child-centred practice.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00010
- Subject:
- Education, History of Education
This chapter considers the implementation of non-utopian progressivism in English and Welsh primary and secondary modern schools since 1918, contending that it was precisely because child-centred ...
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This chapter considers the implementation of non-utopian progressivism in English and Welsh primary and secondary modern schools since 1918, contending that it was precisely because child-centred practice was only ever half-implemented in primary and secondary modern schools in England and Wales that it transformed teachers’ concepts of childhood so profoundly. This chapter considers how teacher trainers, inspectors, headteachers and teachers shaped both theory and policy at the local level, using four case studies of LEAs: Oxfordshire, Cambridgeshire, Sheffield and Monmouthshire. It suggests that non-utopian progressive education posed a threat to teachers’ notions of expertise, shaping a limited concept of the pupil that nevertheless served a practical purpose in the classroom, especially given large class sizes, poor buildings and scant apparatus.Less
This chapter considers the implementation of non-utopian progressivism in English and Welsh primary and secondary modern schools since 1918, contending that it was precisely because child-centred practice was only ever half-implemented in primary and secondary modern schools in England and Wales that it transformed teachers’ concepts of childhood so profoundly. This chapter considers how teacher trainers, inspectors, headteachers and teachers shaped both theory and policy at the local level, using four case studies of LEAs: Oxfordshire, Cambridgeshire, Sheffield and Monmouthshire. It suggests that non-utopian progressive education posed a threat to teachers’ notions of expertise, shaping a limited concept of the pupil that nevertheless served a practical purpose in the classroom, especially given large class sizes, poor buildings and scant apparatus.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00012
- Subject:
- Education, History of Education
Using a case study of the secondary modern school in the 1950s and 1960s, this chapter explores why media depictions of the ‘sec. mod.’ or ‘modern school’ were so fraught with violence and conflict ...
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Using a case study of the secondary modern school in the 1950s and 1960s, this chapter explores why media depictions of the ‘sec. mod.’ or ‘modern school’ were so fraught with violence and conflict during this period. Class is a key variable; the 1944 Education Act had brought a new influx of working-class children within the ambit of state education at the same time as the teaching profession, especially at secondary level, was attracting more middle-class recruits. However, teachers from working-class backgrounds also had a vested interest in maintaining a ‘cultural gap’ between themselves and their pupils. The anxieties engendered by progressive teaching methods, I suggest, increasingly defined the interests of the child and teacher not as a unity, but in opposition to each other. Non-utopian progressive education contributed to this shift by emphasising the gulf between the abilities of children and of adults, reconfiguring childhood and youth as negatively defined by what subjects were unable to do before they reached adulthood. Both children and adolescents were characterised by their essential egotism, their orientation towards practical and concrete experience that directly related to their own lives, and their lack of capacity for abstract reasoning.Less
Using a case study of the secondary modern school in the 1950s and 1960s, this chapter explores why media depictions of the ‘sec. mod.’ or ‘modern school’ were so fraught with violence and conflict during this period. Class is a key variable; the 1944 Education Act had brought a new influx of working-class children within the ambit of state education at the same time as the teaching profession, especially at secondary level, was attracting more middle-class recruits. However, teachers from working-class backgrounds also had a vested interest in maintaining a ‘cultural gap’ between themselves and their pupils. The anxieties engendered by progressive teaching methods, I suggest, increasingly defined the interests of the child and teacher not as a unity, but in opposition to each other. Non-utopian progressive education contributed to this shift by emphasising the gulf between the abilities of children and of adults, reconfiguring childhood and youth as negatively defined by what subjects were unable to do before they reached adulthood. Both children and adolescents were characterised by their essential egotism, their orientation towards practical and concrete experience that directly related to their own lives, and their lack of capacity for abstract reasoning.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00014
- Subject:
- Education, History of Education
The conclusion argues that the failure to connect the histories of education and the histories of childhood and youth, especially in work on twentieth-century Britain, has led to significant problems ...
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The conclusion argues that the failure to connect the histories of education and the histories of childhood and youth, especially in work on twentieth-century Britain, has led to significant problems for both sets of historiography. Most importantly, thinking about both these things together indicates that there was a fundamental shift in concepts of childhood and adolescence at mid-century, and problematises the idea of a ‘permissive society’ emerging from the 1960s onwards. Teachers’ discourses assumed disproportionate significance in post-war Britain as central funding for schools increased, and the education system attracted more public attention. Finally, it is contended that more work needs to be done on adulthood as a constructed category in its own right in order to fully understand its relational counterparts, childhood and youth.Less
The conclusion argues that the failure to connect the histories of education and the histories of childhood and youth, especially in work on twentieth-century Britain, has led to significant problems for both sets of historiography. Most importantly, thinking about both these things together indicates that there was a fundamental shift in concepts of childhood and adolescence at mid-century, and problematises the idea of a ‘permissive society’ emerging from the 1960s onwards. Teachers’ discourses assumed disproportionate significance in post-war Britain as central funding for schools increased, and the education system attracted more public attention. Finally, it is contended that more work needs to be done on adulthood as a constructed category in its own right in order to fully understand its relational counterparts, childhood and youth.
Linda A. Parker
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780262035798
- eISBN:
- 9780262338448
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262035798.003.0004
- Subject:
- Neuroscience, Research and Theory
Clearly the majority of people who use marijuana do not develop schizophrenia. Yet, the human literature suggests that there is a modest association between cannabis exposure (particularly in ...
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Clearly the majority of people who use marijuana do not develop schizophrenia. Yet, the human literature suggests that there is a modest association between cannabis exposure (particularly in adolescence) and later development of schizophrenia--whether or not this association is causal is hotly debated. This chapter reviews some of the evidence for and against such a causal relationship. The chapter concludes with the suggestion that individuals with a family history of schizophrenia, with prodromal symptoms, or who have experienced discreet episodes of psychosis related to cannabis use, may be best served not using THC-predominant marijuana.Less
Clearly the majority of people who use marijuana do not develop schizophrenia. Yet, the human literature suggests that there is a modest association between cannabis exposure (particularly in adolescence) and later development of schizophrenia--whether or not this association is causal is hotly debated. This chapter reviews some of the evidence for and against such a causal relationship. The chapter concludes with the suggestion that individuals with a family history of schizophrenia, with prodromal symptoms, or who have experienced discreet episodes of psychosis related to cannabis use, may be best served not using THC-predominant marijuana.
Sarah Baird, Nicola Jones, Bassam Abu Hamad, Maheen Sultan, and Workneh Yadete
- Published in print:
- 2021
- Published Online:
- September 2021
- ISBN:
- 9781529204827
- eISBN:
- 9781529204896
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781529204827.003.0007
- Subject:
- Business and Management, Business Ethics and Corporate Social Responsibility
Adolescence is a time of rapid change in the lifecycle, with significant shifts in physical, cognitive and psychological competencies, and major changes in social roles and expectations. However, our ...
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Adolescence is a time of rapid change in the lifecycle, with significant shifts in physical, cognitive and psychological competencies, and major changes in social roles and expectations. However, our collective understanding of the patterning of these changes and the types of support young people require to reach their full human capabilities is still limited. Given that multiple Sustainable Development Goals rest on investments in adolescents (from goals on eliminating harmful traditional practices including child marriage and female genital mutilation to ensuring quality secondary, tertiary and technical and vocational education), investing in a more robust evidence base and improved measurement is critical. The Gender and Adolescence: Global Evidence (GAGE) research programme is a key initiative aimed at contributing to this evidence and measurement lacuna. This article discusses the design and methodological choices of the GAGE study, which is the largest longitudinal research initiative focused on adolescents (10-19 years) in the Global South, following 18,000 adolescent girls and boys in developmental and humanitarian contexts in sub-Saharan Africa, MENA and South Asia. It includes a discussion in line with the 2030 Sustainable Development commitment to leave no one behind of the programme’s purposeful sampling of advantaged adolescents.Less
Adolescence is a time of rapid change in the lifecycle, with significant shifts in physical, cognitive and psychological competencies, and major changes in social roles and expectations. However, our collective understanding of the patterning of these changes and the types of support young people require to reach their full human capabilities is still limited. Given that multiple Sustainable Development Goals rest on investments in adolescents (from goals on eliminating harmful traditional practices including child marriage and female genital mutilation to ensuring quality secondary, tertiary and technical and vocational education), investing in a more robust evidence base and improved measurement is critical. The Gender and Adolescence: Global Evidence (GAGE) research programme is a key initiative aimed at contributing to this evidence and measurement lacuna. This article discusses the design and methodological choices of the GAGE study, which is the largest longitudinal research initiative focused on adolescents (10-19 years) in the Global South, following 18,000 adolescent girls and boys in developmental and humanitarian contexts in sub-Saharan Africa, MENA and South Asia. It includes a discussion in line with the 2030 Sustainable Development commitment to leave no one behind of the programme’s purposeful sampling of advantaged adolescents.
Hannah Priest
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719089343
- eISBN:
- 9781781708743
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719089343.003.0008
- Subject:
- Literature, Criticism/Theory
Written in 1989, Suzy McKee Charnas’s short story ‘Boobs’ presents adolescent Kelsey, who develops breasts and starts her periods before anyone else in her class. As she struggles to deal with the ...
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Written in 1989, Suzy McKee Charnas’s short story ‘Boobs’ presents adolescent Kelsey, who develops breasts and starts her periods before anyone else in her class. As she struggles to deal with the adult world of sexual violence, disease and pregnancy that her maturation seems to entail, she finds herself transforming nightly into a werewolf. This is not a straightforward paralleling of puberty with lycanthropy; the story rather explores the complexities of young adult identity formation. This chapter begins with an analysis of Charnas’s text, and explores a number of young adult paranormal romance novels that have been published in subsequent years. The chapter argues that, in the worlds of these fantasy novels, flux, mutability and change are presented as necessary for identity formation and development. As a counterpoint to this transformative model of identity construction stands Leah Clearwater, the sole female werewolf in Stephenie Meyer’s Twilight series. The chapter concludes by arguing that to ‘be’ a teen werewolf is not necessarily a liberating state in YA fiction; rather, it is the state of ‘becoming-werewolf’, with the concomitant choice, will and self-expression, which is to be desired.Less
Written in 1989, Suzy McKee Charnas’s short story ‘Boobs’ presents adolescent Kelsey, who develops breasts and starts her periods before anyone else in her class. As she struggles to deal with the adult world of sexual violence, disease and pregnancy that her maturation seems to entail, she finds herself transforming nightly into a werewolf. This is not a straightforward paralleling of puberty with lycanthropy; the story rather explores the complexities of young adult identity formation. This chapter begins with an analysis of Charnas’s text, and explores a number of young adult paranormal romance novels that have been published in subsequent years. The chapter argues that, in the worlds of these fantasy novels, flux, mutability and change are presented as necessary for identity formation and development. As a counterpoint to this transformative model of identity construction stands Leah Clearwater, the sole female werewolf in Stephenie Meyer’s Twilight series. The chapter concludes by arguing that to ‘be’ a teen werewolf is not necessarily a liberating state in YA fiction; rather, it is the state of ‘becoming-werewolf’, with the concomitant choice, will and self-expression, which is to be desired.
Nick Levey and Holly Harper
- Published in print:
- 2016
- Published Online:
- May 2018
- ISBN:
- 9781496806444
- eISBN:
- 9781496806482
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496806444.003.0007
- Subject:
- Literature, 20th-century and Contemporary Literature
This essay begins fittingly with the line “If there’s one thing you can depend upon during the zombie apocalypse, it’s that you won’t have to face it alone.” In this essay, Levey and Harper examine ...
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This essay begins fittingly with the line “If there’s one thing you can depend upon during the zombie apocalypse, it’s that you won’t have to face it alone.” In this essay, Levey and Harper examine the importance of group dynamics in contemporary teen novels that concentrate on surviving zombie invasions. Focusing on two recently published horror novels popular among teens, Charlie Higson’s The Enemy and Michael Grant’s Gone, Levey and Harper examine the “considerations of group consciousness and democratic dynamics” in the texts, noting that such attention to the group is a departure from previous teen novels that had focused more on negotiations of individual identity (this also marks a difference from the novels McCort examines, suggesting the different approach toward identity taken by those writing for older adolescents). For Levey and Harper, the importance of these particular novels and their treatment of the individual in relation to the group is twofold: they ask the characters therein to work through personal issues that are detrimental to the survival of the group and they call for social re-evaluation. In the worlds of The Enemy and Gone, young adult readers experience a close encounter with monstrous humanity, one that allows them to vicariously experience how others deal with threats external to their circles, as well as the threats that lie within themselves and their own peer groups.Less
This essay begins fittingly with the line “If there’s one thing you can depend upon during the zombie apocalypse, it’s that you won’t have to face it alone.” In this essay, Levey and Harper examine the importance of group dynamics in contemporary teen novels that concentrate on surviving zombie invasions. Focusing on two recently published horror novels popular among teens, Charlie Higson’s The Enemy and Michael Grant’s Gone, Levey and Harper examine the “considerations of group consciousness and democratic dynamics” in the texts, noting that such attention to the group is a departure from previous teen novels that had focused more on negotiations of individual identity (this also marks a difference from the novels McCort examines, suggesting the different approach toward identity taken by those writing for older adolescents). For Levey and Harper, the importance of these particular novels and their treatment of the individual in relation to the group is twofold: they ask the characters therein to work through personal issues that are detrimental to the survival of the group and they call for social re-evaluation. In the worlds of The Enemy and Gone, young adult readers experience a close encounter with monstrous humanity, one that allows them to vicariously experience how others deal with threats external to their circles, as well as the threats that lie within themselves and their own peer groups.
Katherine Irwin and Karen Umemoto
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780520283022
- eISBN:
- 9780520958883
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520283022.003.0008
- Subject:
- Sociology, Law, Crime and Deviance
Where we introduced this book with Angel’s and Benny’s narratives, we complete the adolescent journey for these teens and others in chapter seven. In this chapter, we examine the different ways that ...
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Where we introduced this book with Angel’s and Benny’s narratives, we complete the adolescent journey for these teens and others in chapter seven. In this chapter, we examine the different ways that youth prepared for young adulthood. Considering that several teens in this study grew up with chaotic circumstances -- some facing homelessness, multiple foster home placements, and incarceration as teens -- we look at whether supportive and capable adults can intervene in teens’ lives to help them as they prepare for adulthood. Just as gender shaped girls’ and boys’ childhood and teen experiences, transitions out of adolescence differed by gender as the pressures, constraints, and opportunities ranged for girls and boys.Less
Where we introduced this book with Angel’s and Benny’s narratives, we complete the adolescent journey for these teens and others in chapter seven. In this chapter, we examine the different ways that youth prepared for young adulthood. Considering that several teens in this study grew up with chaotic circumstances -- some facing homelessness, multiple foster home placements, and incarceration as teens -- we look at whether supportive and capable adults can intervene in teens’ lives to help them as they prepare for adulthood. Just as gender shaped girls’ and boys’ childhood and teen experiences, transitions out of adolescence differed by gender as the pressures, constraints, and opportunities ranged for girls and boys.
Daniel Aureliano Newman
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9781474439619
- eISBN:
- 9781474459716
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474439619.003.0006
- Subject:
- Literature, Criticism/Theory
This chapter examines the only Bildungsroman written by Aldous Huxley, one of foremost modernist advocates of Bildung, and one of its most intimately linked with contemporary biology. Reviewers and ...
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This chapter examines the only Bildungsroman written by Aldous Huxley, one of foremost modernist advocates of Bildung, and one of its most intimately linked with contemporary biology. Reviewers and critics have long struggled to make sense of the disorienting and seemingly unmotivated use of anachrony in Eyeless in Gaza, which I attribute to Huxley’s careful study of biological studies by his brother Julian (among others) on the embryology, endocrinology, and evolutionary biology of frogs and salamanders. Central to Huxley’s search for full, harmonious development is the phenomenon of neoteny (the retention of juvenile characteristics into sexual maturity); once interpreted as a pathological failure of development, neoteny was by the 1920s heralded as the biological key to human evolutionary and social success.Less
This chapter examines the only Bildungsroman written by Aldous Huxley, one of foremost modernist advocates of Bildung, and one of its most intimately linked with contemporary biology. Reviewers and critics have long struggled to make sense of the disorienting and seemingly unmotivated use of anachrony in Eyeless in Gaza, which I attribute to Huxley’s careful study of biological studies by his brother Julian (among others) on the embryology, endocrinology, and evolutionary biology of frogs and salamanders. Central to Huxley’s search for full, harmonious development is the phenomenon of neoteny (the retention of juvenile characteristics into sexual maturity); once interpreted as a pathological failure of development, neoteny was by the 1920s heralded as the biological key to human evolutionary and social success.
C. D. C. Reeve
- Published in print:
- 2014
- Published Online:
- January 2014
- ISBN:
- 9780195384512
- eISBN:
- 9780199350452
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195384512.003.0013
- Subject:
- Philosophy, Moral Philosophy, General
Krzystof Kieslowski’s A Short Film deals with the sixth commandment, yet the film seems to be about voyeurism not adultery. The connection is made in Matthew 5.27-8, where Christ broadens the notion ...
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Krzystof Kieslowski’s A Short Film deals with the sixth commandment, yet the film seems to be about voyeurism not adultery. The connection is made in Matthew 5.27-8, where Christ broadens the notion of adultery to include looking at a woman with lust. In the course of A Short Film, Tomek’s adolescent, lustful, and masturbatory looking at Magda is transmuted into interpersonal love, so that the look of love—how love looks to people and at them—becomes the film’s subject. The power of love to transform is real, but so too are the personal and social obstacles to transformation. People are caught in circles of repetition and convention, yet by understanding the role that choice, necessity, and luck play in them, they can sometimes make them serve life.Less
Krzystof Kieslowski’s A Short Film deals with the sixth commandment, yet the film seems to be about voyeurism not adultery. The connection is made in Matthew 5.27-8, where Christ broadens the notion of adultery to include looking at a woman with lust. In the course of A Short Film, Tomek’s adolescent, lustful, and masturbatory looking at Magda is transmuted into interpersonal love, so that the look of love—how love looks to people and at them—becomes the film’s subject. The power of love to transform is real, but so too are the personal and social obstacles to transformation. People are caught in circles of repetition and convention, yet by understanding the role that choice, necessity, and luck play in them, they can sometimes make them serve life.
