Pub Date : 2023-06-01DOI: 10.1177/20436106231177888
Su-yan Zheng
The family is often thought of as a private space. Relatively little research has been done on the childhood space of the family. Although the family is often considered a warm haven for children to grow up in, it is also a space for child-adult conflict. Based on the researcher’s self-parenting diary, this paper uses thematic analysis and discourse critique to explore a 4-year-old girl’s triggering, adapting, and even challenging of family rules in a Chinese family, in an attempt to demonstrate parent-child conflict in the family childhood space and explore its manifestations. The study found that families contain a variety of implicit rules, which are usually set and interpreted by parents. Four-year-olds differ from their parents in their understanding of family rules. Young children are predominantly passive adapters when it comes to health and hygiene; in play, they are allowed to show more agency and have more room for negotiation.
{"title":"Family childhood spatial conflict: A case study of young children’s adaptation to family rules based on self-parenting diaries","authors":"Su-yan Zheng","doi":"10.1177/20436106231177888","DOIUrl":"https://doi.org/10.1177/20436106231177888","url":null,"abstract":"The family is often thought of as a private space. Relatively little research has been done on the childhood space of the family. Although the family is often considered a warm haven for children to grow up in, it is also a space for child-adult conflict. Based on the researcher’s self-parenting diary, this paper uses thematic analysis and discourse critique to explore a 4-year-old girl’s triggering, adapting, and even challenging of family rules in a Chinese family, in an attempt to demonstrate parent-child conflict in the family childhood space and explore its manifestations. The study found that families contain a variety of implicit rules, which are usually set and interpreted by parents. Four-year-olds differ from their parents in their understanding of family rules. Young children are predominantly passive adapters when it comes to health and hygiene; in play, they are allowed to show more agency and have more room for negotiation.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"165 - 177"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45408755","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}
Pub Date : 2023-06-01DOI: 10.1177/20436106231181134
K. Liang, Amanda Niland, Cathy Little
Children’s right to be heard is an issue raised in recent years in the Global North, which has also been acknowledged by Chinese researchers currently studying child development and education. However, Chinese researchers still often prefer the perspectives of adults in their research on young children, citing a lack of suitable methodologogy for collecting and interpreting young children’s voices. This article recognises the significance of including young children’s perspectives in research. It discusses how Western methodologies for listening to their perspectives, such as the Mosaic approach, can be adapted for use in Chinese socio-cultural contexts. By reflecting on the first author’s research on the lived experience of leftbehind young children in a Chinese rural area, the article explores the development and implementation of such a methodology. The research findings indicate that the Mosaic approach, alongside phenomenological interviews and other research tools, provided an effective approach that enabled achievement of the research aims. Flexibility and reciprocity in relationships were two key contributors to effectiveness of this approach to research in a Chinese context.
{"title":"Hearing young children’s perspectives: Reflections on research into left-behind children’s lived experience in Chinese rural areas","authors":"K. Liang, Amanda Niland, Cathy Little","doi":"10.1177/20436106231181134","DOIUrl":"https://doi.org/10.1177/20436106231181134","url":null,"abstract":"Children’s right to be heard is an issue raised in recent years in the Global North, which has also been acknowledged by Chinese researchers currently studying child development and education. However, Chinese researchers still often prefer the perspectives of adults in their research on young children, citing a lack of suitable methodologogy for collecting and interpreting young children’s voices. This article recognises the significance of including young children’s perspectives in research. It discusses how Western methodologies for listening to their perspectives, such as the Mosaic approach, can be adapted for use in Chinese socio-cultural contexts. By reflecting on the first author’s research on the lived experience of leftbehind young children in a Chinese rural area, the article explores the development and implementation of such a methodology. The research findings indicate that the Mosaic approach, alongside phenomenological interviews and other research tools, provided an effective approach that enabled achievement of the research aims. Flexibility and reciprocity in relationships were two key contributors to effectiveness of this approach to research in a Chinese context.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"178 - 191"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66154843","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}
Pub Date : 2023-06-01DOI: 10.1177/20436106231177879
J. Wang
Through interpreting the status of Hoche language and cultural practices from community voices, this ethnographic case study conducted in a minority language school centers on five Han and Hoche ethnic minority children’s positions toward multi-language learning. My research explores how these children negotiate the policies and multilingual curriculum that illuminates the multilayered tensions between local issues and global transformation. Findings indicate that policies situate Hoche as a romantic representation of the past, whereas the narratives I gathered from Hoche and Han children’s attitudes and ideologies about language show that younger generations are oriented toward future opportunities and influenced by globalization. This work contributes to scholarship on the education of minority children during a period of rapid industrialization by extending our understanding of ethnicity, diversity, and inclusivity issues via children’s perspectives. Shedding light onto the lives of Hoche and other ethnic minority children’s language practices, this paper is a call to urgently address power inequities in the ideologies and pedagogies enacted in service of Indigenous reclamation.
{"title":"Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China","authors":"J. Wang","doi":"10.1177/20436106231177879","DOIUrl":"https://doi.org/10.1177/20436106231177879","url":null,"abstract":"Through interpreting the status of Hoche language and cultural practices from community voices, this ethnographic case study conducted in a minority language school centers on five Han and Hoche ethnic minority children’s positions toward multi-language learning. My research explores how these children negotiate the policies and multilingual curriculum that illuminates the multilayered tensions between local issues and global transformation. Findings indicate that policies situate Hoche as a romantic representation of the past, whereas the narratives I gathered from Hoche and Han children’s attitudes and ideologies about language show that younger generations are oriented toward future opportunities and influenced by globalization. This work contributes to scholarship on the education of minority children during a period of rapid industrialization by extending our understanding of ethnicity, diversity, and inclusivity issues via children’s perspectives. Shedding light onto the lives of Hoche and other ethnic minority children’s language practices, this paper is a call to urgently address power inequities in the ideologies and pedagogies enacted in service of Indigenous reclamation.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"149 - 164"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45602854","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}
Pub Date : 2023-06-01DOI: 10.1177/20436106231178008
Yan Zhu, Yuchen Wang, Yuwei Xu, Run Tan
Although the universalisation of the UNCRC since 1989 tends to be perceived as a landmark for international consensus on realising children’s rights to dignity, development and participation, evidence suggests that inequality, exclusion and social injustice in childhoods continue to prevail across the globe (Clark et al., 2020; Lareau, 2011). Groups of children’s lives, opportunities and access to provision and services are deprived by a range of barriers relating to diversity issues such as gender, disability, migration, ethnicity and socioeconomic status (Konstantoni and Emejulu, 2017). In recent years, the UN Sustainable Development Goals have been influential in highlighting the crucial interdependence of equity and sustainability (Minujin and Ferrer, 2016), reiterating the necessity to seek effective, collective and transformative solutions to unfairness, crisis and divide in human societies. Nevertheless, despite that children’s welfare has been considered in both contexts of the UNCRC and the SDGs, researchers raised concerns over issues in international policies such as the invisibility of children’s roles and contributions (Croke et al., 2021) and the risk of reproducing discrimination and exclusion against certain groups (Davis and Watson, 2000).
尽管自1989年以来《联合国儿童权利公约》的普遍化往往被视为实现儿童尊严、发展权和参与权的国际共识的里程碑，但有证据表明，儿童时期的不平等、排斥和社会不公正在全球范围内继续盛行(Clark et al.， 2020;Lareau, 2011)。由于与性别、残疾、移民、种族和社会经济地位等多样性问题有关的一系列障碍，儿童群体的生活、机会和获得提供和服务的机会被剥夺了(Konstantoni和Emejulu, 2017)。近年来，联合国可持续发展目标在强调公平和可持续性之间至关重要的相互依存关系方面发挥了重要作用(Minujin和Ferrer, 2016)，重申有必要寻求有效的、集体的和变革性的解决方案，以解决人类社会中的不公平、危机和分歧。然而，尽管《联合国儿童权利公约》和可持续发展目标都考虑到了儿童福利问题，但研究人员对国际政策中的一些问题提出了担忧，例如儿童的角色和贡献被忽视(Croke et al.， 2021)，以及对某些群体的歧视和排斥再现的风险(Davis and Watson, 2000)。
{"title":"(Re)Constructing equality, diversity, and inclusion in Chinese childhoods: Intersectional perspectives and transdisciplinary approaches","authors":"Yan Zhu, Yuchen Wang, Yuwei Xu, Run Tan","doi":"10.1177/20436106231178008","DOIUrl":"https://doi.org/10.1177/20436106231178008","url":null,"abstract":"Although the universalisation of the UNCRC since 1989 tends to be perceived as a landmark for international consensus on realising children’s rights to dignity, development and participation, evidence suggests that inequality, exclusion and social injustice in childhoods continue to prevail across the globe (Clark et al., 2020; Lareau, 2011). Groups of children’s lives, opportunities and access to provision and services are deprived by a range of barriers relating to diversity issues such as gender, disability, migration, ethnicity and socioeconomic status (Konstantoni and Emejulu, 2017). In recent years, the UN Sustainable Development Goals have been influential in highlighting the crucial interdependence of equity and sustainability (Minujin and Ferrer, 2016), reiterating the necessity to seek effective, collective and transformative solutions to unfairness, crisis and divide in human societies. Nevertheless, despite that children’s welfare has been considered in both contexts of the UNCRC and the SDGs, researchers raised concerns over issues in international policies such as the invisibility of children’s roles and contributions (Croke et al., 2021) and the risk of reproducing discrimination and exclusion against certain groups (Davis and Watson, 2000).","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"95 - 101"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46328498","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}
Pub Date : 2023-05-28DOI: 10.1177/20436106231178010
Chongying Liu, Yan Zhu
Young people’s heterosexual romantic relationships is often a popular topic in youth studies and sexuality education. However, the importance of class and educational stratification and the institutional influence is rarely mentioned. Through this article, considering the differentiated expectation of young people in different high school categories and the discussion about sexuality education, young people are understanding and experiencing heterosexual romantic relationships beyond their individual level. Drawing on the fieldwork with 28 student participants and 7 schoolteachers in total at an academic high school and a vocational high school in Tianjin, China, this article unearths young people’s considerations, decisions, and doubts concerning their experiences of heterosexual romantic relationships. It argues that young people’s perceptions and experiences of heterosexual romantic relationships are highly diverse and complex. It calls for the awareness of intersectional factors, such as social class and gender, in the process of understanding such diversity and complexity.
{"title":"Chinese young people’s diverse experiences with heterosexual romantic relationships in various high school contexts","authors":"Chongying Liu, Yan Zhu","doi":"10.1177/20436106231178010","DOIUrl":"https://doi.org/10.1177/20436106231178010","url":null,"abstract":"Young people’s heterosexual romantic relationships is often a popular topic in youth studies and sexuality education. However, the importance of class and educational stratification and the institutional influence is rarely mentioned. Through this article, considering the differentiated expectation of young people in different high school categories and the discussion about sexuality education, young people are understanding and experiencing heterosexual romantic relationships beyond their individual level. Drawing on the fieldwork with 28 student participants and 7 schoolteachers in total at an academic high school and a vocational high school in Tianjin, China, this article unearths young people’s considerations, decisions, and doubts concerning their experiences of heterosexual romantic relationships. It argues that young people’s perceptions and experiences of heterosexual romantic relationships are highly diverse and complex. It calls for the awareness of intersectional factors, such as social class and gender, in the process of understanding such diversity and complexity.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"102 - 115"},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49032126","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}
Pub Date : 2023-05-22DOI: 10.1177/20436106231177876
Xumeng Xie
This paper examines the experiences of nine Chinese girls and young women as they explore and negotiate queer subjectivities within the constraints of patriarchal and (hetero)sexual norms surrounding girlhood and young femininity. I focus on filial piety (xiaoshun) as a normative gendered discourse being reconfigured in changing gender, familial and other power dynamics in China. I argue that the discourse of filial piety continues to naturalise a heteronormative girlhood that will smoothly transition into young womanhood prepared to take on responsibilities of ‘getting married and having kids’. This narrative, however, is in tensions with girls and young women’s diversified expressions of sexualities. Through the participants’ own accounts of queer explorations, I demonstrate how they actively engage and reflect on these tensions with familial and filial discourses while navigating the (im)possibilities of becoming queer girls across varied socioeconomic and family backgrounds. The findings of this study offered new insights into how familism and filial piety are woven into Chinese gender and sexual politics and being constantly (re)negotiated. My conceptualisation of queer girlhoods in China shows how queer girls and young women are marginalised in and around family. In the meantime, it demonstrates the emergent strategies of queer resistance and negotiations of filial piety through delaying marriage and managing familial intimacy.
{"title":"The (im)possibilities of queer girlhoods: Chinese girls negotiating queerness and filial piety","authors":"Xumeng Xie","doi":"10.1177/20436106231177876","DOIUrl":"https://doi.org/10.1177/20436106231177876","url":null,"abstract":"This paper examines the experiences of nine Chinese girls and young women as they explore and negotiate queer subjectivities within the constraints of patriarchal and (hetero)sexual norms surrounding girlhood and young femininity. I focus on filial piety (xiaoshun) as a normative gendered discourse being reconfigured in changing gender, familial and other power dynamics in China. I argue that the discourse of filial piety continues to naturalise a heteronormative girlhood that will smoothly transition into young womanhood prepared to take on responsibilities of ‘getting married and having kids’. This narrative, however, is in tensions with girls and young women’s diversified expressions of sexualities. Through the participants’ own accounts of queer explorations, I demonstrate how they actively engage and reflect on these tensions with familial and filial discourses while navigating the (im)possibilities of becoming queer girls across varied socioeconomic and family backgrounds. The findings of this study offered new insights into how familism and filial piety are woven into Chinese gender and sexual politics and being constantly (re)negotiated. My conceptualisation of queer girlhoods in China shows how queer girls and young women are marginalised in and around family. In the meantime, it demonstrates the emergent strategies of queer resistance and negotiations of filial piety through delaying marriage and managing familial intimacy.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"116 - 130"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44242986","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}
Pub Date : 2023-05-22DOI: 10.1177/20436106231177892
Zhenglin Xie, Meng Deng, Jingyu Yuan
The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described peer relationships between the two types of children in a Chinese inclusive kindergarten and explored its influential factors. Fourteen children with ASD, 12 children without ASD, 4 teachers, the principal of the kindergarten, and 4 parents of children with ASD participated in this study. The results indicated three types of peer relationships: rejected, neglected, and average. ASD children’s emotional and behavioral challenges, their limited social interaction skills, and teachers’ positive feedback on children with ASD were the major reasons for being labeled the above three types respectively. Furthermore, three protective factors (the rule of child pairing in the kindergarten, innovative curriculum and instructional design, and assistance from parents of ASD children) and three hindering factors (hierarchical roles of the children, the dominance of the medical model, and lack of professional knowledge and skills) of children’s peer relationships were identified. Implications and limitations are discussed.
{"title":"A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten","authors":"Zhenglin Xie, Meng Deng, Jingyu Yuan","doi":"10.1177/20436106231177892","DOIUrl":"https://doi.org/10.1177/20436106231177892","url":null,"abstract":"The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described peer relationships between the two types of children in a Chinese inclusive kindergarten and explored its influential factors. Fourteen children with ASD, 12 children without ASD, 4 teachers, the principal of the kindergarten, and 4 parents of children with ASD participated in this study. The results indicated three types of peer relationships: rejected, neglected, and average. ASD children’s emotional and behavioral challenges, their limited social interaction skills, and teachers’ positive feedback on children with ASD were the major reasons for being labeled the above three types respectively. Furthermore, three protective factors (the rule of child pairing in the kindergarten, innovative curriculum and instructional design, and assistance from parents of ASD children) and three hindering factors (hierarchical roles of the children, the dominance of the medical model, and lack of professional knowledge and skills) of children’s peer relationships were identified. Implications and limitations are discussed.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"131 - 148"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42273916","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}
Pub Date : 2023-05-19DOI: 10.1177/20436106231175028
Lene S. K. Schmidt, Maarit Alasuutari
How parents spend time with their children, what they teach their children and how they raise them in the early years have again become topics of policymaking and public debate. There is an intensive discussion about parental involvement in early childhood education and care (ECEC). The Organisation for Economic Co-operation and Development’s Starting Strong series provides ECEC policy guidelines for national governments that include guides for parental involvement. With inspiration from the sociocultural policy approach, this paper suggests that there has been a shift in the Starting Strong series from underlining policy ideals for parental partnership to focussing on the learning environment. This paper examines how these transnational ideals (re)appear, transform and shift in the ECEC policy documents released in the first two decades of the 21st century in two Nordic countries: Denmark and Finland. Both Nordic countries have been involved in the Starting Strong series since the turn of the millennium. The paper also outlines how transnational ideals have become entangled in policy documents in these Nordic contexts in varied ways and how parental involvement is politicised across each of the two countries. We argue that this politicisation not only marks an intensification in parenting but also attempts to institutionalise the ECEC–family relationship, implying that the parent as well as the child must be enlightened. Thus, we seek to question the process of problematising the parent and the child’s home in the policies and to enable new thinking and action to address this issue.
{"title":"The changing policy ideals for parental cooperation in early childhood education and care","authors":"Lene S. K. Schmidt, Maarit Alasuutari","doi":"10.1177/20436106231175028","DOIUrl":"https://doi.org/10.1177/20436106231175028","url":null,"abstract":"How parents spend time with their children, what they teach their children and how they raise them in the early years have again become topics of policymaking and public debate. There is an intensive discussion about parental involvement in early childhood education and care (ECEC). The Organisation for Economic Co-operation and Development’s Starting Strong series provides ECEC policy guidelines for national governments that include guides for parental involvement. With inspiration from the sociocultural policy approach, this paper suggests that there has been a shift in the Starting Strong series from underlining policy ideals for parental partnership to focussing on the learning environment. This paper examines how these transnational ideals (re)appear, transform and shift in the ECEC policy documents released in the first two decades of the 21st century in two Nordic countries: Denmark and Finland. Both Nordic countries have been involved in the Starting Strong series since the turn of the millennium. The paper also outlines how transnational ideals have become entangled in policy documents in these Nordic contexts in varied ways and how parental involvement is politicised across each of the two countries. We argue that this politicisation not only marks an intensification in parenting but also attempts to institutionalise the ECEC–family relationship, implying that the parent as well as the child must be enlightened. Thus, we seek to question the process of problematising the parent and the child’s home in the policies and to enable new thinking and action to address this issue.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"232 - 244"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750496","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}
Pub Date : 2023-05-16DOI: 10.1177/20436106231175026
Anna Siippainen, Hanna Toivonen, A. Paakkari
This article examines the local evaluation and assessment practices of Finnish early childhood education and care (ECEC) based on Actor–Network Theory (ANT). We employ the concept of translation to discuss how evaluation and assessment practices unfold in networks and how actors come together in negotiations and contestations that seek to orient these networks. ANT approaches society as being formed of networks and directs attention to non-human actors, such as technical and material resources. In this article, we discuss how local evaluation and assessment networks are formed by translations connecting different actors. This article examines three cases in which various assessment tools were used locally by Finnish ECEC. The results highlight the arbitrariness and elasticity of the networks in the translation process. Thus, we introduce the concept of democracy of translation to examine the flexibility of assessment networks and the extent to which actors in these networks can re-negotiate and re-orient the practices taking place.
{"title":"Toward a democracy of translations? Local evaluation actor networks in Finnish early childhood education","authors":"Anna Siippainen, Hanna Toivonen, A. Paakkari","doi":"10.1177/20436106231175026","DOIUrl":"https://doi.org/10.1177/20436106231175026","url":null,"abstract":"This article examines the local evaluation and assessment practices of Finnish early childhood education and care (ECEC) based on Actor–Network Theory (ANT). We employ the concept of translation to discuss how evaluation and assessment practices unfold in networks and how actors come together in negotiations and contestations that seek to orient these networks. ANT approaches society as being formed of networks and directs attention to non-human actors, such as technical and material resources. In this article, we discuss how local evaluation and assessment networks are formed by translations connecting different actors. This article examines three cases in which various assessment tools were used locally by Finnish ECEC. The results highlight the arbitrariness and elasticity of the networks in the translation process. Thus, we introduce the concept of democracy of translation to examine the flexibility of assessment networks and the extent to which actors in these networks can re-negotiate and re-orient the practices taking place.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"217 - 231"},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49617093","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}
Pub Date : 2023-04-29DOI: 10.1177/20436106231170670
Iyanuoluwa Emmanuel Olalowo
{"title":"Book review: Understanding the transnational lives and literacies of immigrant children by Jungmin Kwon","authors":"Iyanuoluwa Emmanuel Olalowo","doi":"10.1177/20436106231170670","DOIUrl":"https://doi.org/10.1177/20436106231170670","url":null,"abstract":"","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47607663","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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