Colette Daiute |
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| 80103 (94626) International Perspectives on Child and Youth Development |
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| This course addresses the increasing need of the social sciences to think
of childhood and child development in global terms. Although situated
in the Ph.D. Program in Psychology, this is an interdisciplinary course,
drawing on relevant scholarship across the social sciences. It critically
considers the history of how psychology has in the past universalized
childhood in "normative" terms. It addresses how child and youth
development is now being thought of more internationally due to the impact
of globalization through economic dislocation, through war and conflict,
through cultural hegemony in the media and education and through the development
of universal human rights treaties. |
| As technology brings the plight of children and youth living in contexts of extreme poverty, war, and political change increasingly into international focus, practice and policy have been reacting to change and catastrophes as best they can. Much of psychology has been out of step in providing appropriate theory and research, in part because it has been slow to see the need for studying development in context and with the perspective of different cultures. After largely ignoring the study of childhood the social sciences are nowincreasingly contributing theory and research on the challenges of changing childhood in different countries. Furthermore, those international non-government agencies that serve children have been doing a valiant job in trying to develop their own research agendas. In the absence of appropriate psychological theory about the nature of development in extremely difficult circumstances and with dramatic change, those working on behalf of children have frequently drawn on inappropriate models. For example, much of the work on violence and dislocation of children through war and natural disasters has often relied upon the medical conceptualization of the problem as one of trauma and the task as healing. The UN Convention on the Rights of the Child (CRC) and the children's rights movement have had a dramatic impact on how children are viewed and upon their capacities to be actors, not just subjects. But the CRC also requires critical examination as a universal and universalizing instrument. The course will examine a number of contemporary challenges that impact young people internationally - including schooling, health, work, war and displacement - and will critically review the response to these in terms ofnew theory and approaches to research and action. |
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January 31: Course Overview and Conversation toward problematizing basic assumptions about children and youth worldwide February 7th: The Changing Nature of Childhood Rogoff, B. (2003). The cultural nature of human development.
New York: Oxford University Press. Neyzi, L. (2001). Object or subject? The paradox of "youth"
in Turkey. International Journal of Middle East Studies, 33, 411 - 432. Stephens, S. (1995). Children and Politics of Culture in Late Capitalism. In Children and Politics of Culture, Princeton University Press, pp.3 -48. February 14th: The children's rights movement Alston, P., Ed. (1994). The Best Interests of the Child:
Reconciling Culture and Human Rights. Florence, Italy, International Child
Development Bartlett, S., Hart, R., Satterthwaite, D. Missair, de la
Barra, X. (2000) Cities for Chidren: Children's Rights, Poverty and the
Urban Environment. Boyden, J. (1990). Childhood and the policy makers: a comparative perspective on the globalization of childhood. Constructing and Reconstructing Childhood: contemporary issues in the sociological study of childhood. A. a. A. P. James. Basingstoke, Hants, Falmer. Burman, E. (1996). "Local, Global or Globalized? Child development and international child rights legislation." Childhood 3: 45-66 Woodhead, M. (1998) Children's, Rights and Children Development: Rethinking the Paradigm In Verhellen, E. Understanding Children's Rights No.3 Children's Rights Center, University of Ghent Useful resources: Children and Youth Resource Guide For Bank Staff
February 21: No Class, GC Monday February 28th: Interdisciplinary study of childhood and the development of developmental psychology Burman, E. (1994). Deconstructing Developmental Psychology. London, Routledge. James, A., Jenks, C., Prout, A. (1998). Theorizing Childhood.
Camridge, Polity Press. Chapters One, Two and Ten Turiel, E. (2006). Social hierarchy, social conflicts, and moral development. In C. Daiute, Z. Beykont, C. Higson-Smith, L. Nucci (Eds.) International perspectives on youth conflict and development. (pp. 86 - 99). New York: Oxford University Press. Woodhead, M. (1990). Psychology and the cultural construction of children's needs. Constructing and Reconstructing Childhood: contemporary issues in the sociological study of childhood. James A. and Prout, A.. Basingstoke, Hants, Falmer. March 7: Electronic media and struggles for the control of childhood and youth United Nations (DESA). (2005). The impact of global media on youth culture. World Youth Report 2005: Young people today, and in 2015. (pp. 81 - 109). New York: The United Nations Publications. United Nations (DESA). (2005). Global media culture and young people's active role in society. World Youth Report 2005: Young people today, and in 2015. (pp. 110 - 313). New York: The United Nations Publications. Watson, J. L. (2004). Globalization in Asia: Anthropological perspectives. In M.M. Suarez-Orozco, & D.B. Qin-Hillard (Eds.) Globalization: Culture and education in the new millennium. (pp. 141 - 172). Berkeley, CA: University of California Press. Turkle, S. (2004). The fellowship of the microchip: Global technologies as evocative objects. In M.M. Suarez-Orozco, & D.B. Qin-Hillard (Eds.) Globalization: Culture and education in the new millennium. (pp. 97 - 113). Berkeley, CA: University of California Press. March 14: Children on the Cultural Front-Line: The Example of Child Work/Labor Boyden, Jo , Ling, Birgitta, Myers, William (1997). What Works for Working Children. Stockholm: Rädda Barnen, UNICEF Bequele, A. B., J., Ed. (1988). Combating Child Labor. Geneva, International Labour Office. Nieuwenhuys, Olga. Children's Lifeworlds: Gender, Welfare
and Labour in the Goonesekere, S. (1998). Children, Law and Justice. New Delhi/Thousand Oaks/London, Sage Publications. Swift, A. (1991). Brazil: The Fight for Childhood in the City. Italy. Woodhead, M. (1997). Combating Child Labor: Listen to What the Children Say, Conference on Urban Childhood, Trondheim, Norway. Swift, A. (1998) Children for Social Change; Education for Citizenship of Street and Working Children in Brazil. Educationl Hereetics Press. Swift, A. (1999) Working Children Get Organized. London:
Save the Children UK: March 21: Risk and Development in Contexts of War and Community
Machal, G. (1996). Impact of armed conflict on children. New York: United Nations Publications. Nordstrom, C. (1997). Mundus imaginalis: The creation of self and world. In A different kind of war story. (p 196 - 222). Philadelphia, PA: University of Pennsylvania Press. Bush, K. D. and D. Saltarelli, Eds. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Florence, UNICEF, Innocenti Research Centre.
Boothby, N. (1996). Mobilizing communities to meet the psychosocial needs of children in war and refugee crises. In R.J. Apfel, & B. Simon (Eds.). Minefields in their hearts: The mental health of children in war and communal violence. (pp. 149 - 164). New Haven, CT: Yale University Press. Daiute, C., & Turniski, M. (2005). Young people's stories of conflict and development in post-war Croatia. Narrative Inquiry, 15, 217 - 239. Freedman, S.W., Corkalo, D., Levy, N., Abazovic, Leebaw, B., Ajdukovic, D., Djepa, D, & Weinstein, H.M. (2004). In E. Stover, & H.M. Weinstein (Eds.).Public education and social reconstruction in Bosnia and Herzegovina and Croatia. My neighbor, my enemy: Justice and community in the aftermath of mass atrocity. (pp 226 - 247). NY: Cambridge University Press. Honwana, A. (2006). Child soldiers: Community healing and rituals in Mozambique and Angola. In C. Daiute, Z. Beykont, C. Higson-Smith, L. Nucci (Eds.) International perspectives on youth conflict and development. (pp. 225 - 244). New York: Oxford University Press. April 4: From Objects to Subjects: Changing Recognition of Children's Capacities to Participate Guerra, E. "Citizens know no age; Children's particiaption in the governance and municipal budget of Barra Mansa, Brazil." Cooke, B., Kothari, U. (2001). Participation: the New Tyranny? by London, Zed Books. Crick, B. (2000). Essays on citizenship. London, Continuum. Bartlett, S. d. l. B. H., R; Missair, A. Satterthwaite, D. (2000). Cities for Children:CHildren's Rights, Poverty and the Urban Environment. New York/London, UNICEF/Earthscan. Ackermann, L., Hart, J. and Newman, J. (2004). Children Changing Their World: Understanding and Evaluating CHildren's Paritcpation in Development. London, Plan UK. Cockburn, G. (2000). Meaningful youth participation in international confernces: A case study of the international conference on war-affected children. Winnipeg, CIDA. Cockburn, T. (1998). "Children and citizenship in India: A case for a socially interdependent model of citizenship." Childhood 5(1): 99-117. Jason Hart, J. N., Lisa Ackermann "Understanding and Evaluating Children's Participation: A review of contemporary literature." Ncube, W. (1998). Law, Culture, Tradition and Children's rights in the Eastern and Southern Africa, Dartmouth Publishing company. Johnson, V., Hill, J., Ivan-Smith, E. Listening to Smaller Voices: Children in an Environment of Change, Actionaid; UK Overseas Development April 11: New conceptions of the roles of children and youth in research and intervention Hart, R. (1992). Children's Participation: From Tokenism
to Citizenship. Florence, International Child Development Centre, UNICEF Chawla, L.(2000) Growing up in an Urbanizing World. London: Earthscan Sabo, K., Editor. (2003) Youth Participatory Evaluation:
A Field in the Making: New Directions for Evaluation, No. 98. Jossey-Bass April 25: The global movement of education Higson-Smith, C. (2006). Youth violence in South Africa: The impact of political transition. In C. Daiute, Z. Beykont, C. Higson-Smith, L. Nucci (Eds.) International perspectives on youth conflict and development. (pp. 177 - 192). New York: Oxford University Press. Suarez-Orozco, M.M., & Qin-Hillard, D.B. (2004). Globalization: Culture and education in the new millennium. In M.M. Suarez-Orozco, & D.B. Qin-Hillard (Eds.) Globalization: Culture and education in the new millennium. (pp. 1 - 37). Berkeley, CA: University of California Press. Rousseau, C., Drapeau, A., Lacroix, L., Bagilishya, D., Heusch, N. (2005). Evaluation of a classroom program of creative expression workshops for refugee and immigrant children. Journal of Child Psychology and Psychiatry, 46, 180 - 185. Education for All (The UN global program): http://portal.unesco.org/education/en/ev.phpURL_ID=35939&URL_DO=DO_TOPIC&URL_SECTION=201.html
Ambert, A. (1994). "An international perspective on parenting: social change and social constructs in Journal of Marriage and the Family." Lansdowne, G. (2005) The Evolving Capacities of Children. Florence: ICDC of UNICEF. Kagitcibasi, C. (1996). Family and Human Development Across Cultures: A View from the Other Side. London, Erlbaum. Steinfels, M. O. (1982). Children's rights, parental rights, family privacy, and family autonomy. Who speaks for the child. W. Gaylin and R. Macklin. New York, Plenum Press. Triandis, H. C. (1989). Cross-Cultural Studies of Individualism-Collectivism. Nebraska Symposium on Motivation: Cross-Cultural Perspectives. J. J. Berman. Lincoln, University of Nebraska Press. 37: 41-133. May 9: Bringing it all together: The example of children and HIV infection May 16th: Looking forward A critical resource for this class is the Child Rights Information Network website: www.crin.org/resources Discussion Questions: Term Project:
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