Samantha Punch – författare

This collection of international research and collaborative theoretical innovation examines the socio-cultural contexts and negotiations that young people face when growing up in rural settings across the world. This book is strikingly different to a standard edited book of loosely linked, but basically independent, chapters. In this case, the book presents both thematically organised case studies and co-authored commentaries that integrate and advance current understandings and debates about rural childhood and youth.

This book brings together recent UK studies into children’s experiences and practices around food in a range of contexts, linking these to current policy and practice perspectives. It reveals that food works not only on a material level as sustenance but also on a symbolic level as something that can stand for thoughts, feelings, and relationships. The three broad contexts of schools, families and care (residential homes and foster care) are explored to show the ways in which both children and adults use food. Food is used as a means by which adults care for children and is also something through which adults manage their own feelings and relationships to each other which in turn impact on children’s experiences. The book examines the power of food in our daily lives and the way in which it can be used as a medium by individuals to exert power and resistance, establish collective identities and notions of the self and to express moralities about notions of 'proper' family routines and 'good' and 'healthy' lifestyle choices. It identifies inter-generational and intra-generational differences and commonalities in regard to the uses of and experiences around food across a range of studies conducted with children and young people.This book was published as a special issue of Children's Geographies.

This book brings together recent UK studies into children’s experiences and practices around food in a range of contexts, linking these to current policy and practice perspectives. It reveals that food works not only on a material level as sustenance but also on a symbolic level as something that can stand for thoughts, feelings, and relationships. The three broad contexts of schools, families and care (residential homes and foster care) are explored to show the ways in which both children and adults use food. Food is used as a means by which adults care for children and is also something through which adults manage their own feelings and relationships to each other which in turn impact on children’s experiences.The book examines the power of food in our daily lives and the way in which it can be used as a medium by individuals to exert power and resistance, establish collective identities and notions of the self and to express moralities about notions of 'proper' family routines and 'good' and 'healthy' lifestyle choices. It identifies inter-generational and intra-generational differences and commonalities in regard to the uses of and experiences around food across a range of studies conducted with children and young people.This book was published as a special issue of Children's Geographies.

This book challenges the current state of childhood studies by exploring children and young people’s agency and relationships. It considers how recent theorisations of relationships and relational processes can move childhood studies forward, particularly in relation to re-thinking claims of children and young people’s agency and uncritical assertions around children and young people’s participation and voice. It does this by bringing together case studies of children’s inter-generational and intra-generational relationships from both the Majority and Minority Worlds. The main themes include negotiated power, agency across contexts and negotiations of identity. The chapters show both the heritage of childhood studies, particularly within the UK, and where it may be going. One of the key aims of the book is to add to the limited but growing cross-world dialogue that encourages cross-cultural learning from research and practice in both Majority and Minority World contexts leading towards a more integrated global approach to childhood studies.This book was published as a special issue of Children's Geographies.

This collection of international research and collaborative theoretical innovation examines the socio-cultural contexts and negotiations that young people face when growing up in rural settings across the world. This book is strikingly different to a standard edited book of loosely linked, but basically independent, chapters. In this case, the book presents both thematically organised case studies and co-authored commentaries that integrate and advance current understandings and debates about rural childhood and youth.

This volume assumes no prior knowledge of Sociology. For students who have never studied Sociology before, it will give an idea of what to expect. For students already studying Sociology at school or college, it will provide a concise but comprehensive learning aid. It covers core topics taught in most Sociology degrees and the transferable skills that students will gain from the study of Sociology and guidance on future employment and careers.Part One introduces Sociology as an academic subject and Part Two outlines ways of theorising and researching the social world. Part Three explores sociological understandings of social change, social problems and social divisions within contemporary society. Part Four tackles the study skills needed at university level and addresses issues such as lectures and workshops; writing skills; essays and examinations. It also provides a glossary of key terms to be found in Sociology.

This book challenges the current state of childhood studies by exploring children and young people’s agency and relationships. It considers how recent theorisations of relationships and relational processes can move childhood studies forward, particularly in relation to re-thinking claims of children and young people’s agency and uncritical assertions around children and young people’s participation and voice. It does this by bringing together case studies of children’s inter-generational and intra-generational relationships from both the Majority and Minority Worlds. The main themes include negotiated power, agency across contexts and negotiations of identity. The chapters show both the heritage of childhood studies, particularly within the UK, and where it may be going. One of the key aims of the book is to add to the limited but growing cross-world dialogue that encourages cross-cultural learning from research and practice in both Majority and Minority World contexts leading towards a more integrated global approach to childhood studies.This book was published as a special issue of Children's Geographies.

The fifth edition of Sociology: Making Sense of Society retains the highly praised four-part structure and style of the fourth edition, and through this explores the diversity, contradictions and challenges we face in our social world.

 

This essential and authoritative text lays the foundations for a theoretically and methodologically strong understanding of sociology.  Key topics are then examined in an accessible but thorough way, encouraging reflection within a wide social, cultural and historical context.  Fascinating topical examples from around the world help to contextualise and apply sociological thinking to our own lives.

 

Crucially, this text frequently asks you to consider your position in the world, drawing you into the debates and conveying the excitement of studying sociology.