Pub Date : 2020-02-12DOI: 10.1332/policypress/9781447352853.003.0008
W. Luttrell
This postlude evaluates the author's research process over time. It accounts for the choices made, offering a portrayal of reflexivity in action. As the author's relationships with the young people stretched out in time, and the world changed (including new technologies), the author found that older ways of doing visual analysis were no longer sufficient for the task. The author reflects on crossing into new theoretical, methodological, and ethical territory, stepping outside her comfort zone as a researcher, and highlights the value of creative collaboration that resulted in the digital interludes that accompany this book. These videos intentionally blur borders between research and art; analysis and evocation; looking and feeling; seeing and knowing. Characterizing her style of research in terms of what has become known as slow sociology, the author stresses the value of time and being open to life's disruptions that require care and repair as well as the joys of connectedness as “what matters most” in life and intellectual labor.
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Pub Date : 2020-02-12DOI: 10.1332/policypress/9781447352853.003.0006
W. Luttrell
This chapter describes how the young people, now in their late teens, returned to their childhood photographs and reflected upon their past selves. For those who were able to participate in the creation of an additional set of still and video images, the author examined how they used their cameras to represent their present lives and “what matters most.” Two things would shape the approach to analyzing the images, sounds, and sensibilities of what the young people produced as teenagers. The first was a shift in gaze—what some scholars have characterized as a move from “a familial gaze” to a “youth-culture gaze,” where young people can produce narratives that may be inaccessible to adults. The second was a tendency for the young people to self-consciously position themselves straddling different systems of value: the banal and the singular; the familial and the youth-cultural; the “interesting” and the “boring”; the ordinary (“normal”) and extraordinary aspects of their working-class and racialized lives and identities. Both of these patterns constitute what social theorist Michel Foucault called “technologies of self.” He used the term to describe a range of activities individuals engage in to refashion themselves, re-orient or maneuver emotions, re-shape values, and feel “agentic” in their lives.
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This chapter examines belongings as markers of belonging. It offers a way of seeing the children's photographs of prized possessions as a means to position themselves as the objects of others' care and as agile navigators of social and cultural differences. The children used their cameras in multiple ways: to traverse home and school cultures; to engage in the politics of belonging, both building and tearing down social divisions, including boundaries between public and private housing; and to manage difficult emotions and anxieties about care and belonging. Whether they were endeavoring to show themselves as the focal point of someone's care and attention, as knowledgeable about forms of social currency, as tied to a homeland and cultural heritage, or as secure in their difference, this work was accomplished through their belongings. It was not about what they had; it was about how cherished items brought them into significant relationship with others, enabling them to forge community around valuable tokens of care and belonging.
{"title":"The everyday politics of belonging/s","authors":"W. Luttrell","doi":"10.2307/j.ctvwcjh0q.8","DOIUrl":"https://doi.org/10.2307/j.ctvwcjh0q.8","url":null,"abstract":"This chapter examines belongings as markers of belonging. It offers a way of seeing the children's photographs of prized possessions as a means to position themselves as the objects of others' care and as agile navigators of social and cultural differences. The children used their cameras in multiple ways: to traverse home and school cultures; to engage in the politics of belonging, both building and tearing down social divisions, including boundaries between public and private housing; and to manage difficult emotions and anxieties about care and belonging. Whether they were endeavoring to show themselves as the focal point of someone's care and attention, as knowledgeable about forms of social currency, as tied to a homeland and cultural heritage, or as secure in their difference, this work was accomplished through their belongings. It was not about what they had; it was about how cherished items brought them into significant relationship with others, enabling them to forge community around valuable tokens of care and belonging.","PeriodicalId":212722,"journal":{"name":"Children Framing Childhoods","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127059462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Notes on digital and visual elements","authors":"","doi":"10.2307/j.ctvwcjh0q.3","DOIUrl":"https://doi.org/10.2307/j.ctvwcjh0q.3","url":null,"abstract":"","PeriodicalId":212722,"journal":{"name":"Children Framing Childhoods","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133648853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter introduces Worcester, Massachusetts, Park Central School, and the project through the lens of a critical childhood studies perspective. A key tenet of critical childhood studies is to take children seriously as witnesses to their experiences, no matter where they “fit” into child development discourses. A critical childhood perspective interrogates the changing meanings of childhood—including who counts as a child, when this status begins and ends—and recognizes that these meanings are contingent on historical, economic, cultural, and institutional contexts. Children's new identities as “learners” were intertwined with schooling practices developed to manage, control, and orient them to fitting into society. In addition, a critical childhood perspective must take account of how the legacy of slavery, institutional racism, and colorism shape who is afforded the protected status of “child” to begin with. In adopting a critical childhood perspective, then, this study aims to address multiple challenges—avoiding “adultist” and neoliberal viewpoints and placing young people's agency, voices, and images at its center; rethinking how children's value and worth is assigned, especially in schooling; maintaining a focus on parallels and intersections between women's and children's experiences of structural oppression; and accounting for how the legacy of slavery, structural racism, and anti-Blackness inform views of childhood, gender, discipline/punishment, and learning.
{"title":"Ways of seeing diverse working-class children and childhoods","authors":"W. Luttrell","doi":"10.2307/j.ctvwcjh0q.7","DOIUrl":"https://doi.org/10.2307/j.ctvwcjh0q.7","url":null,"abstract":"This chapter introduces Worcester, Massachusetts, Park Central School, and the project through the lens of a critical childhood studies perspective. A key tenet of critical childhood studies is to take children seriously as witnesses to their experiences, no matter where they “fit” into child development discourses. A critical childhood perspective interrogates the changing meanings of childhood—including who counts as a child, when this status begins and ends—and recognizes that these meanings are contingent on historical, economic, cultural, and institutional contexts. Children's new identities as “learners” were intertwined with schooling practices developed to manage, control, and orient them to fitting into society. In addition, a critical childhood perspective must take account of how the legacy of slavery, institutional racism, and colorism shape who is afforded the protected status of “child” to begin with. In adopting a critical childhood perspective, then, this study aims to address multiple challenges—avoiding “adultist” and neoliberal viewpoints and placing young people's agency, voices, and images at its center; rethinking how children's value and worth is assigned, especially in schooling; maintaining a focus on parallels and intersections between women's and children's experiences of structural oppression; and accounting for how the legacy of slavery, structural racism, and anti-Blackness inform views of childhood, gender, discipline/punishment, and learning.","PeriodicalId":212722,"journal":{"name":"Children Framing Childhoods","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116514702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter discusses how the Park Central School children used their cameras to render “choreographies of care” visible and to acknowledge and affirm its value. “Choreographies of care” is a concept meant to highlight the constellation of resources, people, rhythms shaped by different occupational demands and shifting schedules, feelings, and intimacies of family living. Amidst prevailing deficit and stigmatizing portrayals of wage-poor households and working mothers' invisibility, the children's photographs and accounts accomplish two things. First, when given the opportunity, the children confirmed their mothers' care work, educational presence, and value. Second, the children, albeit differently for boys and girls, highlighted their own participation in choreographies of family care. The chapter then calls the children's images and accounts counter-narratives of care because they offer an alternative way of seeing care as a concerted, collective activity, not as individualized or unidirectional. Through these interdependent activities (children and adults), the children's gendered identities are forged and emotional relations are structured.
{"title":"Motherhood, Childhood, and Love Labor in Family Choreographies of Care","authors":"W. Luttrell","doi":"10.2307/j.ctvwcjh0q.9","DOIUrl":"https://doi.org/10.2307/j.ctvwcjh0q.9","url":null,"abstract":"This chapter discusses how the Park Central School children used their cameras to render “choreographies of care” visible and to acknowledge and affirm its value. “Choreographies of care” is a concept meant to highlight the constellation of resources, people, rhythms shaped by different occupational demands and shifting schedules, feelings, and intimacies of family living. Amidst prevailing deficit and stigmatizing portrayals of wage-poor households and working mothers' invisibility, the children's photographs and accounts accomplish two things. First, when given the opportunity, the children confirmed their mothers' care work, educational presence, and value. Second, the children, albeit differently for boys and girls, highlighted their own participation in choreographies of family care. The chapter then calls the children's images and accounts counter-narratives of care because they offer an alternative way of seeing care as a concerted, collective activity, not as individualized or unidirectional. Through these interdependent activities (children and adults), the children's gendered identities are forged and emotional relations are structured.","PeriodicalId":212722,"journal":{"name":"Children Framing Childhoods","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132490363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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