Understanding childhood and youth: social, cultural and political perspectives
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Anne-Marie Smith
Overall aims and purpose
The module introduces students to the key paradigms that have influenced the multidisciplinary field of Childhood and Youth studies, whilst also engaging with national and international research and policy relating to children and young people in the 21st century.
This is a core module on the MA Childhood and Youth which introduces students to the key ideas that have influenced the field of Childhood and Youth Studies. These ideas will provide students with a theoretical framework within which to situate other areas explored in the MA programme. Students will be encouraged to critically reflect on their own practice, beliefs and understandings of the status of children and young people in society. Overall, the module will • Enable practitioners to develop their knowledge and understanding of different concepts of childhood and youth and make links with practice • Explore key contemporary issues that impact on the lives of children and young people, and how society frames such issues • Interrogate and explore dominant understandings of childhood and youth • Explore social, cultural and political perspectives of childhood and youth • Focus on the notion of children as agents and rights holders, exploring contrasting debates within research and policy • Encourage students to make cross-cultural comparisons and challenge taken-for granted assumptions about children and childhood
Topics covered by the module may include:
• Sociological and anthropological perspectives on childhood and youth; youth cultures and sub-cultures; • The impact of sociological constructs of childhood on policy and legislation; • Children’s participation rights in practice; • Ideas about childhood across history and cultures; • Labelled children (street children, child soldiers, working children etc); • Cultural meanings of childhood & youth; • Images and portrayals of children & young people; • children and young people as consumers; - Children and young people as 'digital natives' • Cross-cultural research with children and young people.
The module will be covered via a mixture of lectures, workshops, participatory seminars and tutorials.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
50-59%, Pass: Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
Evaluate the significance and influence of theoretical perspectives of childhood and youth on contemporary practice contexts.
Demonstrate a critically informed understanding and knowledge of contemporary issues which impact the lives of children and young people
Critically reflect on social, cultural and political perspectives of childhood and youth.
Demonstrate informed and reflective insight into methodological and ethical issues in child/young person centred research
Make use of and apply key theoretical perspectives to evaluate a contemporary social, cultural and/or political issue relating to the lives of children and/or young people.
|INDIVIDUAL PRESENTATION||Case Study||
An evaluation and reflective discussion of child/young person centred research relating to a contemporary issue.
Teaching and Learning Strategy
Individual research and study
Lectures and workshops: 2hrs per week x 12 weeks
Seminars: 1hr per week x 12
Study group: peer-led workshops based on guided tasks from lectures
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Adopt an ethically sound approach to research with children and vulnerable adults.
Resource implications for students
Standard university fees apply.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4042.html
KEY TEXTS Spyrou, S., Rosen, R., and Cook, D.T. (2018) Reimagining Childhood Studies, London: Bloomsbury Academic
Leonard, M. (2016) The Sociology of Children, Childhood and Generation, London: Sage
Clark, A., Flewitt, R., Hammersley, M., and Robb, M. (2013) Understanding Research with Children and Young People, London: Sage/Open University
Kehily, M.J. (2007) (ed) Understanding Youth: perspectives, identities and practices
SOME INTRODUCTORY READING FOR THE MODULE Children & Society, Vol 33, Issue 4: Special issue on the Future of Childhood Studies
Childhood: October 2018, 25th anniversary special issue ‘What next for Childhood Studies?
Qvortrup, J. et al (2009) (eds) The Palgrave Handbook of Childhood Studies: Introduction (pp1-18) and Chapter 1 (Qvortrup pp21-33)
RECOMMENDED READING: Blundell, D. (2016) Rethinking Children’s Spaces and Places, Bloomsbury Foley, P. and Leverett, S. (2011) (eds) Children and Young People’s Spaces – Developing Practice, Palgrave/Open University Press Furlong, A. & Cartmel , F. (2007) Young people and social change, Open University Press Invernizzi, A. and Williams, J. (2008) (eds) Children and Citizenship, London: Sage James, A. & James, A. (2012) Key Concepts in Childhood Studies, Sage James, A. and Prout, A. (2015) (eds) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (2nd edition), London: Routledge John, M. (2003) Children’s Rights and Power, London: Jessica Kingsley Publications Jones, P. and Walker, G. (2011) (eds) Children’s Rights in Practice, London: Sage Kasseem et al (2010) Key issues in childhood and youth studies Kellett, M. (2010) Rethinking Children and Research, Attitudes in Contemporary Society, London/New York: Continuum Mayall, B. (2013) A History of the Sociology of Childhood, London: Institute of Education Press Montgomery, H. and Kellett, M (2009) (eds) Children and Young People’s Worlds – developing frameworks for integrated practice, Bristol: The Policy Press Oswell, D. (2012) the Agency of Children: from Family to Global Human Rights, Cambridge University Press Percy-Smith, B. and Thomas, N. (2010) A Handbook of Children and Young people's Participation, Abingdon, Routledge. Prout, A. (2005) The Future of Childhood, Oxford: Routledge. Tisdall, E.K., Gallagher, M. and Davies, J. (2009) Researching with children and young people – Research design, methods and analysis, London: Sage Woodman, D. and Wyn, J. (2014) Youth and Generation: rethinking change and inequality in the lives of young people, Sage (New text please order multiple copies) Wyness, M. (2012) Childhood and Society, 2nd edition, Palgrave Macmillan
KEY JOURNALS Childhood Children’s Geographies Children & Society International Journal of Children’s Rights Youth & Society Gender and Education
Courses including this module
Compulsory in courses:
- X3BF: MA Childhood and Youth year 1 (MA/CHY)