Pub Date : 2021-10-22DOI: 10.1177/20436106211055186
Laura León, P. Ames
The study examines the role of children as producers, distributors, and consumers in the digital realm. Additionally, it also explores class and gender identities they create and perform in this modality. We focus on young female YouTubers (8–11 years old) from Peru, a country that has experienced significant economic expansion in the first decades of the 21st century. The study analyzes 40 videos created by five girl YouTubers. The discussion addresses the economic role children perform in the digital economy as they produce value through content creation, distribute goods, and engage in globalized consumption. The paper also discusses the ways girls display gender and class identities in their products and their consumption patterns. Throughout the analysis, we use the key concept of children’s agency; the discussion reveals both the concept’s reach and limitations in the context of consumer culture, gender regimes, and neoliberal policies.
{"title":"Girl YouTubers in Peru as economic agents negotiating gender and class identities","authors":"Laura León, P. Ames","doi":"10.1177/20436106211055186","DOIUrl":"https://doi.org/10.1177/20436106211055186","url":null,"abstract":"The study examines the role of children as producers, distributors, and consumers in the digital realm. Additionally, it also explores class and gender identities they create and perform in this modality. We focus on young female YouTubers (8–11 years old) from Peru, a country that has experienced significant economic expansion in the first decades of the 21st century. The study analyzes 40 videos created by five girl YouTubers. The discussion addresses the economic role children perform in the digital economy as they produce value through content creation, distribute goods, and engage in globalized consumption. The paper also discusses the ways girls display gender and class identities in their products and their consumption patterns. Throughout the analysis, we use the key concept of children’s agency; the discussion reveals both the concept’s reach and limitations in the context of consumer culture, gender regimes, and neoliberal policies.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"11 1","pages":"331 - 343"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41598934","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 : 2021-10-19DOI: 10.1177/20436106211052295
Patricio Cuevas‐Parra
This article explores how privileges, identities and worldviews influence every stage of childhood research processes. By using the ‘windows and mirrors’ and ‘the danger of the single story’ metaphors, I seek to deconstruct reflexivity and positionality in order to include different lenses of analysis for exploring how power and privileges inform the relationship between researchers and child participants. I argue that this reflexive process needs to pay greater attention to the intersection between identities, inequalities and power, to the impact of researchers feeling sympathy for the marginalised status of the child participant and to the normative and dominant positions that researchers might have based on their social standing. Drawing from my international fieldwork experience, I conclude that an understanding of how identities, power and privileges affect childhood research is critical for conducting ethical research, negotiating power with child participants and dismantling researchers’ privileges.
{"title":"Positionality and reflexivity: Recognising and dismantling our privileges in childhood research through the use of windows and mirrors","authors":"Patricio Cuevas‐Parra","doi":"10.1177/20436106211052295","DOIUrl":"https://doi.org/10.1177/20436106211052295","url":null,"abstract":"This article explores how privileges, identities and worldviews influence every stage of childhood research processes. By using the ‘windows and mirrors’ and ‘the danger of the single story’ metaphors, I seek to deconstruct reflexivity and positionality in order to include different lenses of analysis for exploring how power and privileges inform the relationship between researchers and child participants. I argue that this reflexive process needs to pay greater attention to the intersection between identities, inequalities and power, to the impact of researchers feeling sympathy for the marginalised status of the child participant and to the normative and dominant positions that researchers might have based on their social standing. Drawing from my international fieldwork experience, I conclude that an understanding of how identities, power and privileges affect childhood research is critical for conducting ethical research, negotiating power with child participants and dismantling researchers’ privileges.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47387242","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 : 2021-08-30DOI: 10.1177/20436106211038775
Nadia Wilson-Ali, Nicola Yelland, Jeanne Marie Iorio
In this colloquium we share stories from two schools located in Western Australia that were inspired from the Reggio Emilia education project. The focus is on a view of children as capable citizens of the now. The examples in practice describe learning scenarios in which educators work as researchers using the ordinary moments of daily classroom life. It is in these ordinary moments where a pedagogy of listening is enacted.
{"title":"Teachers as researchers: Life, death, and making waves","authors":"Nadia Wilson-Ali, Nicola Yelland, Jeanne Marie Iorio","doi":"10.1177/20436106211038775","DOIUrl":"https://doi.org/10.1177/20436106211038775","url":null,"abstract":"In this colloquium we share stories from two schools located in Western Australia that were inspired from the Reggio Emilia education project. The focus is on a view of children as capable citizens of the now. The examples in practice describe learning scenarios in which educators work as researchers using the ordinary moments of daily classroom life. It is in these ordinary moments where a pedagogy of listening is enacted.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"11 1","pages":"281 - 289"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48427519","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 : 2021-07-27DOI: 10.1177/20436106211034179
Sabina Savadova
This article proposes the living journals method for remotely studying participants, elevating participant agency in the data generation process and minimising or completely removing the need for a researcher to be physically present in the field. Employing this method, the paper describes how the method was used to explore 5-year-old children’s digital practices in five families in Azerbaijan. Mothers were assigned as ‘proxy’ researchers to generate the data following prompts sent through a smartphone application. Mothers’ answers were used to create journals, and subsequently, fathers separately, and mothers and children together were requested to interpret their own journals and those of other participant children. Allowing other families to comment on one another’s journals further revealed their attitudes towards using digital technologies and enriched the data, emphasising its multivocality and metatextuality. The article describes the living journals method in detail, highlighting its affordances for researchers to generate data from a distance in other contexts. The article also discusses the methodological and empirical contribution of the method to this study about young children’s engagements with digital media at home. By decentring the researcher in the data generation process, the method allows researchers to generate both visually and textually complex and rich data. The visual and personal nature of the method goes beyond text-based research accounts to bring the data to life, allowing the researcher to generate multimodal, multivocal, metatextual and multifunctional data.
{"title":"A living journals approach for the remote study of young children’s digital practices in Azerbaijan","authors":"Sabina Savadova","doi":"10.1177/20436106211034179","DOIUrl":"https://doi.org/10.1177/20436106211034179","url":null,"abstract":"This article proposes the living journals method for remotely studying participants, elevating participant agency in the data generation process and minimising or completely removing the need for a researcher to be physically present in the field. Employing this method, the paper describes how the method was used to explore 5-year-old children’s digital practices in five families in Azerbaijan. Mothers were assigned as ‘proxy’ researchers to generate the data following prompts sent through a smartphone application. Mothers’ answers were used to create journals, and subsequently, fathers separately, and mothers and children together were requested to interpret their own journals and those of other participant children. Allowing other families to comment on one another’s journals further revealed their attitudes towards using digital technologies and enriched the data, emphasising its multivocality and metatextuality. The article describes the living journals method in detail, highlighting its affordances for researchers to generate data from a distance in other contexts. The article also discusses the methodological and empirical contribution of the method to this study about young children’s engagements with digital media at home. By decentring the researcher in the data generation process, the method allows researchers to generate both visually and textually complex and rich data. The visual and personal nature of the method goes beyond text-based research accounts to bring the data to life, allowing the researcher to generate multimodal, multivocal, metatextual and multifunctional data.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"64 - 78"},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20436106211034179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48391863","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 : 2021-07-13DOI: 10.1177/20436106211027341
Tina Belinda Benigno
Recently, a number of prominent teen girl activist leaders have been gaining the world’s attention, but how do girls not in the public eye and with less social power think about activism? Moreover, how do girls who may not exclusively define themselves as activists, negotiate their own desire to contribute to social change with challenges they identify as holding them back from doing so? Through qualitative research with eight teenage girls in Toronto, I explore the ways these teen girls define the “activist,” their role in activism, and the challenges holding them back from being more active. My methodology is congruent, reflecting my feminist and youth studies commitment to girls leading research, and my findings indicate that such an approach is crucial in order to truly understand how girls with less social power and public visibility experience the world and their roles within it. Doing so also challenge pre-conceived notions and standards of extraordinary girlhood. The findings coincide with what Catherine Rottenberg refers to as neoliberal feminism. The extraordinariness implicit in visible activism framed the girls from my study’s views on what it would take to be a true activist themselves, which was both intimidating and also at times is in contention with their monumental care and concern for loved ones.
{"title":"Girls and activism in a neoliberal time: How teen girls from Toronto negotiate care, activism, and extraordinary girlhood","authors":"Tina Belinda Benigno","doi":"10.1177/20436106211027341","DOIUrl":"https://doi.org/10.1177/20436106211027341","url":null,"abstract":"Recently, a number of prominent teen girl activist leaders have been gaining the world’s attention, but how do girls not in the public eye and with less social power think about activism? Moreover, how do girls who may not exclusively define themselves as activists, negotiate their own desire to contribute to social change with challenges they identify as holding them back from doing so? Through qualitative research with eight teenage girls in Toronto, I explore the ways these teen girls define the “activist,” their role in activism, and the challenges holding them back from being more active. My methodology is congruent, reflecting my feminist and youth studies commitment to girls leading research, and my findings indicate that such an approach is crucial in order to truly understand how girls with less social power and public visibility experience the world and their roles within it. Doing so also challenge pre-conceived notions and standards of extraordinary girlhood. The findings coincide with what Catherine Rottenberg refers to as neoliberal feminism. The extraordinariness implicit in visible activism framed the girls from my study’s views on what it would take to be a true activist themselves, which was both intimidating and also at times is in contention with their monumental care and concern for loved ones.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"34 - 50"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49179486","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 : 2021-07-12DOI: 10.1177/20436106211027580
S. Magnone
By 2015, one-third of internet users around the world were under the age of 18, almost half of which were living in the so-called ‘Global South’. In light of this, literature from the field of children’s online rights has become increasingly critical of the lack of engagement in internet governance discussions globally with the United Nations (UN) Convention of the Rights of the Child (CRC). Revisions of the CRC for its 25th anniversary influenced scholarship proposing using it as a guiding framework to identify and regress current deficits amongst its pillars of provision, protection and participation. This has triggered debates by evidencing how dominant strategies have been overly focused on facilitating access, with issues of online protection often being ignored and at times even hindering the almost absent considerations to child’s right to participation. Framed within a national Digital Agenda initially based on a One-Laptop-Per-Child program (Plan Ceibal), the Uruguayan government managed to effectively bridge the ‘digital divide’ in access to laptops and internet amongst its youngest population. This yielded significant impacts on low-income households and its achievements allowed the country to receive frequent praise by International Organisations. This study consists of an analysis of government digital policies focused on children in Uruguay between 2009 and 2019. To facilitate this, the CRC was used as a framework to categorise key features of the principal strategies that have been implemented. It argues that while great advances have been made in terms of digital access, this has not been sufficiently accompanied with comprehensive and child-centred solutions that encompass regulations and children and adult digital education. These are fundamental aspects for promoting a critical engagement with digital technologies and tailoring strategies for digital policies championing the best interest of children and Uruguay’s digital future.
{"title":"Government digital policies and children’s rights in Uruguay: An assessment framed by the UN CRC’s dimensions of provision, protection and participation","authors":"S. Magnone","doi":"10.1177/20436106211027580","DOIUrl":"https://doi.org/10.1177/20436106211027580","url":null,"abstract":"By 2015, one-third of internet users around the world were under the age of 18, almost half of which were living in the so-called ‘Global South’. In light of this, literature from the field of children’s online rights has become increasingly critical of the lack of engagement in internet governance discussions globally with the United Nations (UN) Convention of the Rights of the Child (CRC). Revisions of the CRC for its 25th anniversary influenced scholarship proposing using it as a guiding framework to identify and regress current deficits amongst its pillars of provision, protection and participation. This has triggered debates by evidencing how dominant strategies have been overly focused on facilitating access, with issues of online protection often being ignored and at times even hindering the almost absent considerations to child’s right to participation. Framed within a national Digital Agenda initially based on a One-Laptop-Per-Child program (Plan Ceibal), the Uruguayan government managed to effectively bridge the ‘digital divide’ in access to laptops and internet amongst its youngest population. This yielded significant impacts on low-income households and its achievements allowed the country to receive frequent praise by International Organisations. This study consists of an analysis of government digital policies focused on children in Uruguay between 2009 and 2019. To facilitate this, the CRC was used as a framework to categorise key features of the principal strategies that have been implemented. It argues that while great advances have been made in terms of digital access, this has not been sufficiently accompanied with comprehensive and child-centred solutions that encompass regulations and children and adult digital education. These are fundamental aspects for promoting a critical engagement with digital technologies and tailoring strategies for digital policies championing the best interest of children and Uruguay’s digital future.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"11 1","pages":"358 - 372"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20436106211027580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41960191","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 : 2021-06-27DOI: 10.1177/20436106211027351
Abdul‐Rahim Mohammed
The latest round of fiscal austerity in Ghana has meant that the feeding rate paid to the service providers of Ghana’s school feeding programme is both frozen and unrealistically low. Accordingly, service providers adopt discretionary coping strategies. This qualitative case study, therefore, explores the impacts of austerity on children’s school engagement. Relying on semi-structured interviews with school children in two public primary schools, as well as two focus group discussions with the teachers in both schools, the study shows how the discretionary coping strategies adopted by the service providers impact school children’s food security, which might lead to disinterest in classroom activities and increases in absenteeism and truancy.
{"title":"Austerity is impeding children’s education: A qualitative study of the associations of food insecurity and school engagement in Ghana","authors":"Abdul‐Rahim Mohammed","doi":"10.1177/20436106211027351","DOIUrl":"https://doi.org/10.1177/20436106211027351","url":null,"abstract":"The latest round of fiscal austerity in Ghana has meant that the feeding rate paid to the service providers of Ghana’s school feeding programme is both frozen and unrealistically low. Accordingly, service providers adopt discretionary coping strategies. This qualitative case study, therefore, explores the impacts of austerity on children’s school engagement. Relying on semi-structured interviews with school children in two public primary schools, as well as two focus group discussions with the teachers in both schools, the study shows how the discretionary coping strategies adopted by the service providers impact school children’s food security, which might lead to disinterest in classroom activities and increases in absenteeism and truancy.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"51 - 63"},"PeriodicalIF":0.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20436106211027351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946866","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 : 2021-06-27DOI: 10.1177/20436106211027576
Matías Dodel, Pablo Menese, Nico Trajtenberg
Childhood and adolescence are critical periods for human development, involving an inherent tension between children’s development and autonomy and their safety and well-being. The digital mediation of children’s increasingly autonomous participation in the social world has been one of the most heated issues for parents and policy maker, generally guided more by intuitions and moral panics than actual evidence on children’s online behavior. Based on a representative sample of all Uruguayan kids between 9 and 17 years old (Kids Online Uruguay, N = 948), this article contributes to the understanding of contact-related online behavior by studying how children react to online friendship requests. Ordinal logistic models were fitted to study the factors predicting different responses to friendship requests based on the strength of the ties between the child and the friendship requester. Our model integrates predictors deriving from three sets of literatures. We found that differences in responses to friendship requests are significantly impacted by predictors deriving from computer mediated communications, self-efficacy and digital inequalities studies. Contrary to popular beliefs, most Uruguayan children report only accepting requests if they previously know the requester. Nonetheless, older and more digitally skilled children have particularly higher chances to accept requests from individuals with weaker or non-preexistent ties; but also, boys, children having preexistent episodes of offline risky behaviors and problems related to an excessive use of the Internet. Policy implications are discussed based on simulations of the chances of different types of responses, focusing on the need to contemplate both the risk and benefits involved in different types of digital social interactions according to children’s diverse developmental stages.
{"title":"“Someone wants to connect with you”: Predicting Uruguayan kids’ replies to online friendship requests","authors":"Matías Dodel, Pablo Menese, Nico Trajtenberg","doi":"10.1177/20436106211027576","DOIUrl":"https://doi.org/10.1177/20436106211027576","url":null,"abstract":"Childhood and adolescence are critical periods for human development, involving an inherent tension between children’s development and autonomy and their safety and well-being. The digital mediation of children’s increasingly autonomous participation in the social world has been one of the most heated issues for parents and policy maker, generally guided more by intuitions and moral panics than actual evidence on children’s online behavior. Based on a representative sample of all Uruguayan kids between 9 and 17 years old (Kids Online Uruguay, N = 948), this article contributes to the understanding of contact-related online behavior by studying how children react to online friendship requests. Ordinal logistic models were fitted to study the factors predicting different responses to friendship requests based on the strength of the ties between the child and the friendship requester. Our model integrates predictors deriving from three sets of literatures. We found that differences in responses to friendship requests are significantly impacted by predictors deriving from computer mediated communications, self-efficacy and digital inequalities studies. Contrary to popular beliefs, most Uruguayan children report only accepting requests if they previously know the requester. Nonetheless, older and more digitally skilled children have particularly higher chances to accept requests from individuals with weaker or non-preexistent ties; but also, boys, children having preexistent episodes of offline risky behaviors and problems related to an excessive use of the Internet. Policy implications are discussed based on simulations of the chances of different types of responses, focusing on the need to contemplate both the risk and benefits involved in different types of digital social interactions according to children’s diverse developmental stages.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"11 1","pages":"344 - 357"},"PeriodicalIF":0.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20436106211027576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43756856","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 : 2021-06-07DOI: 10.1177/20436106211014904
Gabrielle Oliveira, Olivia Barbieri, Virginia Alex
In the current age of border talk, border enforcement, and of draconian policies that further separate and break up families, children who remain in the country of origin are rarely asked what they understand the border and the United States to be like. Media vehicles and academic papers have reported the brutal effects of family separation at the border for children and families. In order to further understand how young children make sense of their feelings of loss and separation psychologists and members of the American Academy of Pediatrics have collected drawings done by children to understand how trauma has manifested in the minds of children during detention and separation. However, another facet of children’s perceptions of the United States, migration and family separation also exist a little farther away from the physical border that divides the U.S. and Mexico. This paper, then, addresses the questions: How do Mexican children in Mexico make sense of their family separation through their drawings? How are children’s drawings and narratives describing how they see and understand the United States? In this paper, we analyze 50 drawings from children in Puebla, Mexico who have one or more parents living in the United States. Data for this paper stems from a 3 year, multi-sited ethnography that spanned New York City and several states in Mexico.
{"title":"The United States and the border: Mexican children’s drawings of family separation","authors":"Gabrielle Oliveira, Olivia Barbieri, Virginia Alex","doi":"10.1177/20436106211014904","DOIUrl":"https://doi.org/10.1177/20436106211014904","url":null,"abstract":"In the current age of border talk, border enforcement, and of draconian policies that further separate and break up families, children who remain in the country of origin are rarely asked what they understand the border and the United States to be like. Media vehicles and academic papers have reported the brutal effects of family separation at the border for children and families. In order to further understand how young children make sense of their feelings of loss and separation psychologists and members of the American Academy of Pediatrics have collected drawings done by children to understand how trauma has manifested in the minds of children during detention and separation. However, another facet of children’s perceptions of the United States, migration and family separation also exist a little farther away from the physical border that divides the U.S. and Mexico. This paper, then, addresses the questions: How do Mexican children in Mexico make sense of their family separation through their drawings? How are children’s drawings and narratives describing how they see and understand the United States? In this paper, we analyze 50 drawings from children in Puebla, Mexico who have one or more parents living in the United States. Data for this paper stems from a 3 year, multi-sited ethnography that spanned New York City and several states in Mexico.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"12 1","pages":"404 - 425"},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20436106211014904","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567496","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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