Childhoods: Interdisciplinary Perspectives on Children and Youth – serie

Poems written by children are not typically part of the literary canon. Because of cultural biases that frame young people as intellectually and artistically immature, these works are often excluded or dismissed as juvenilia. Rachel Conrad contends that youth-composed poems should be read as literary works in their own right -- works that are deserving of greater respect in literary culture.Time for Childhoods presents a selection of striking twentieth-and twenty-first-century American poetry written by young people, and highlights how young poets imagined and shaped time for their own poetic purposes. Through close engagement with archival materials, as well as select interviews and correspondence with adult mentors, Conrad discerns how young writers figured social realities and political and racial injustices, and discusses what important advocates such as Gwendolyn Brooks and June Jordan can teach us about supporting the agency of young poets. This essential study demonstrates that young poets have much to contribute to ongoing conversations about time and power.

In 1836, an enslaved six-year-old girl Named Med was brought to Boston by a woman from New Orleans who claimed her as property. Learning of the girl's arrival in the city, the Boston Female Anti-Slavery Society (BFASS) waged a legal fight to secure her freedom and affirm the free soil of MassachuSetts. While Chief Justice Lemuel Shaw ruled quite narrowly in the case that enslaved people brought to MassachuSetts could not be held against their will, BFASS claimed a broad victory for the abolitionist cause, and Med was released to the care of a local institution. When she died two years later, celebration quickly turned to silence, and her story was soon forgotten. As a result, Commonwealth v. Aves is little known outside of legal scholarship. In this book, Karen Woods Weierman complicates Boston's identity as the birthplace of abolition and the cradle of liberty, and restores Med to her rightful place in antislavery history by situating her story in the context of other writings on slavery, childhood, and the law.

Despite efforts to abolish slavery throughout Africa in the nineteenth century, the coercive labor systems that constitute "modern slavery" have continued to the present day. To understand why, Robin Phylisia Chapdelaine explores child trafficking, pawning, and marriages in Nigeria's Bight of Biafra, and the ways in which British colonial authorities and Igbo, Ibibio, Efik, and Ijaw populations mobilized children's labor during the early twentieth century. Drawing on a wealth of primary sources that include oral interviews, British and Nigerian archival materials, newspaper holdings, and missionary and anthropological accounts, Chapdelaine argues that slavery's endurance can only be understood when we fully examine "the social economy of a child" -- the broader commercial, domestic, and reproductive contexts in which children are economic vehicles.The Persistence of Slavery provides an invaluable investigation into the origins of modern slavery and early efforts to combat it, locating this practice in the political, social, and economic changes that occurred as a result of British colonialism and its lingering effects, which perpetuate child trafficking in Nigeria today.

How did we come to imagine what 'ideal childhood' requires? Beginning in the late eighteenth century, German child-rearing radically transformed, and as these innovations in ideology and educational practice spread from middle-class families across European society, childhood came to be seen as a life stage critical to self-formation. This new approach was in part a process that adults imposed on youth, one that hinged on motivating children's behavior through affection and cultivating internal discipline. But this is not just a story about parents' and pedagogues' efforts to shape childhood. Offering rare glimpses of young students' diaries, letters, and marginalia, Emily C. Bruce reveals how children themselves negotiated these changes.Revolutions at Home analyzes a rich set of documents created for and by young Germans to show that children were central to reinventing their own education between 1770 and 1850. Through their reading and writing, they helped construct the modern child subject. The active child who emerged at this time was not simply a consequence of expanding literacy but, in fact, a key participant in defining modern life.

How did we come to imagine what 'ideal childhood' requires? Beginning in the late eighteenth century, German child-rearing radically transformed, and as these innovations in ideology and educational practice spread from middle-class families across European society, childhood came to be seen as a life stage critical to self-formation. This new approach was in part a process that adults imposed on youth, one that hinged on motivating children's behavior through affection and cultivating internal discipline. But this is not just a story about parents' and pedagogues' efforts to shape childhood. Offering rare glimpses of young students' diaries, letters, and marginalia, Emily C. Bruce reveals how children themselves negotiated these changes.Revolutions at Home analyzes a rich set of documents created for and by young Germans to show that children were central to reinventing their own education between 1770 and 1850. Through their reading and writing, they helped construct the modern child subject. The active child who emerged at this time was not simply a consequence of expanding literacy but, in fact, a key participant in defining modern life.

By the close of the eighteenth century, learning to read and write became closely associated with learning about the material world, and a vast array of games and books from the era taught children how to comprehend the physical world of “things.” Examining a diverse archive of historical periodicals, grammar books, toys, machinery displays, and literature from Maria Edgeworth, Jean-Jacques Rousseau, and Anna Letitia Barbauld, The Education of Things attests that material culture has long been central to children’s literature. Elizabeth Massa Hoiem argues that the combination of reading and writing with manual tinkering and scientific observation promoted in late eighteenth- and early nineteenth-century Britain produced new forms of “mechanical literacy,” competencies that were essential in an industrial era. As work was repositioned as play, wealthy children were encouraged to do tasks in the classroom that poor children performed for wages, while working-class children honed skills that would be crucial to their social advancement as adults.

By the close of the eighteenth century, learning to read and write became closely associated with learning about the material world, and a vast array of games and books from the era taught children how to comprehend the physical world of “things.” Examining a diverse archive of historical periodicals, grammar books, toys, machinery displays, and literature from Maria Edgeworth, Jean-Jacques Rousseau, and Anna Letitia Barbauld, The Education of Things attests that material culture has long been central to children’s literature. Elizabeth Massa Hoiem argues that the combination of reading and writing with manual tinkering and scientific observation promoted in late eighteenth- and early nineteenth-century Britain produced new forms of “mechanical literacy,” competencies that were essential in an industrial era. As work was repositioned as play, wealthy children were encouraged to do tasks in the classroom that poor children performed for wages, while working-class children honed skills that would be crucial to their social advancement as adults.

A groundbreaking study of the meaning of childhood in French colonial Senegal Negotiating Childhood explores how colonial child protection policies and African children’s responses to them produced new ways of defining, measuring, documenting, and experiencing childhood in the French colony of Senegal from 1848 to 1940. In this groundbreaking book, Kelly M. Duke Bryant takes the scholarship in new directions, offering to a literature dominated by studies of British colonies in the twentieth century a study of childhood in a French colony from the immediate post-emancipation period through the 1930s. This focus allows her to complicate the generally accepted timeline of child protection in colonial Africa and question other assumptions about children’s history on the continent. This deeply researched work uses a wide range of sources to examine children’s experiences in spaces where they encountered French discipline and surveillance, such as wardship courts, public streets, schools, juvenile reformatories, and vaccine clinics. The book shows not only how these spaces re-ordered African childhood, but also how children themselves shaped and limited French efforts to impose order, especially when the state depended on African children’s cooperation to make good on rhetoric about child “protection.” It also charts the rise of documentation in children’s lives, as colonial representatives recorded names, ages, and other details about the African children with whom they interacted. Tracing the “documented” child back to the early colonial period, Negotiating Childhood historicizes the emergence of identity documentation—so crucial to our contemporary world—and questions the naturalness of the very idea of the “child.”