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This Routledge Handbook of Childhood Studies and Global Development explores how global development agendas and economic development influence children’s lives. It demonstrates that children are not only the frequent targets or objects of development but that they also shape and influence processes of development and social change in diverse and meaningful ways.
The handbook makes the case for the importance of placing children at the heart of developmentdebates, examining the complex social, historical, cultural, economic, epidemiological, ecological, geopolitical, and institutional processes transforming what it means to be young in the world today. Through reports on field research as well as a critical engagement with theories in development studies and childhood studies, contributions unravel the structural connections of global development processes as they relate to children’s life worlds. They tease out and tease apart how global developmental processes influence children’s lives, how children inform and shape development, why it is important to keep children at the centre of debates linked to development and socio- cultural change, and ways of engaging children in development research, policies and practices.
Showcasing research from both established scholars and early career researchers, and with particular prominence given to the work of authors from the global south, this handbook will be an essential reference for policymakers, practitioners, and for researchers and students across childhood studies, education, geography, sociology, and international development.
922 kr
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This Routledge Handbook of Childhood Studies and Global Development explores how global development agendas and economic development influence children’s lives. It demonstrates that children are not only the frequent targets or objects of development but that they also shape and influence processes of development and social change in diverse and meaningful ways.
The handbook makes the case for the importance of placing children at the heart of developmentdebates, examining the complex social, historical, cultural, economic, epidemiological, ecological, geopolitical, and institutional processes transforming what it means to be young in the world today. Through reports on field research as well as a critical engagement with theories in development studies and childhood studies, contributions unravel the structural connections of global development processes as they relate to children’s life worlds. They tease out and tease apart how global developmental processes influence children’s lives, how children inform and shape development, why it is important to keep children at the centre of debates linked to development and socio- cultural change, and ways of engaging children in development research, policies and practices.
Showcasing research from both established scholars and early career researchers, and with particular prominence given to the work of authors from the global south, this handbook will be an essential reference for policymakers, practitioners, and for researchers and students across childhood studies, education, geography, sociology, and international development.
782 kr
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This book is about how children become competent people who understand and can act on and even transform the world. Its novel framework of 4A agency shows how children participate in making as audience, assistant, apprentice and artisan in makerspaces and in make-believe, music-making and toy-making.
The book explains why it is important that children are provided with opportunities for self-directed making. It substantiates many of the claims of 4E cognition, that action precedes and is the ground for thought. It provides a newtheoretical framework of 4A agency that practices of making are critical to how children’s knowledge, skill and self-confidence are developed. It does this through the description and analysis of children’s making in different zones of agency: mimetic, ludic, collective and design agency, as well as the agency afforded by makerspaces and by the materials themselves.
Makers: How Children Learn Agency is relevant to childhood studies, sociologists of education, and 4E cognition theorists. It will also be of interest to makers and anyone interested in children’s agency and makerspaces.
805 kr
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This book is about how children become competent people who understand and can act on and even transform the world. Its novel framework of 4A agency shows how children participate in making as audience, assistant, apprentice and artisan in makerspaces and in make-believe, music-making and toy-making.
The book explains why it is important that children are provided with opportunities for self-directed making. It substantiates many of the claims of 4E cognition, that action precedes and is the ground for thought. It provides a newtheoretical framework of 4A agency that practices of making are critical to how children’s knowledge, skill and self-confidence are developed. It does this through the description and analysis of children’s making in different zones of agency: mimetic, ludic, collective and design agency, as well as the agency afforded by makerspaces and by the materials themselves.
Makers: How Children Learn Agency is relevant to childhood studies, sociologists of education, and 4E cognition theorists. It will also be of interest to makers and anyone interested in children’s agency and makerspaces.
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