Pub Date : 2022-03-01DOI: 10.3138/jeunesse.13.2.118
Elina-Aikaterini Moraitopoulou
Abstract:Despite the changing perception of children's role in public discourse and the acknowledgement of their right to both agency and participation, the persistent marginalization of children's views and experiences in the making of public memory and culture needs to be further addressed across disciplinary boundaries. Drawing on research from childhood and memory studies, this article explores how multimodal ethnographic experimentations can be used to invite children and young people to be research partners and co-creators of public memory and culture about the things that concern them. I discuss the Connectors Study, and the Children's Photography Archive, as an illustrative case example of engaging children in cultural work through research and draw on the premises within this study to suggest an experimental methodology that invites school students as co-creators of educational memory. I argue for an explicit use of multimodality as a research practice that mediates and facilitates children and young people's memory-making in the present, while creating a framework that recognizes them as co-creators of culture and public memory-making.
{"title":"Engaging Children and Young People in the Co-Production of Memory and Culture through Multimodal Ethnographic Research","authors":"Elina-Aikaterini Moraitopoulou","doi":"10.3138/jeunesse.13.2.118","DOIUrl":"https://doi.org/10.3138/jeunesse.13.2.118","url":null,"abstract":"Abstract:Despite the changing perception of children's role in public discourse and the acknowledgement of their right to both agency and participation, the persistent marginalization of children's views and experiences in the making of public memory and culture needs to be further addressed across disciplinary boundaries. Drawing on research from childhood and memory studies, this article explores how multimodal ethnographic experimentations can be used to invite children and young people to be research partners and co-creators of public memory and culture about the things that concern them. I discuss the Connectors Study, and the Children's Photography Archive, as an illustrative case example of engaging children in cultural work through research and draw on the premises within this study to suggest an experimental methodology that invites school students as co-creators of educational memory. I argue for an explicit use of multimodality as a research practice that mediates and facilitates children and young people's memory-making in the present, while creating a framework that recognizes them as co-creators of culture and public memory-making.","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42006526","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 : 2022-03-01DOI: 10.3138/jeunesse.13.2.55
J. Wüstenberg
Abstract:This article sketches three cases of institutional child abuse in different historical contexts and places—St. Michael's Residential School in Alert Bay (Canada), Parramatta Girls' Home in Sydney (Australia), and the Closed Juvenile Detention Center in Torgau (German Democratic Republic). I propose Katharina Rutschky's concept of "dark pedagogy" to analyze the striking similarities in the methods and justification of treatment of children, in the experiences that survivors describe, and in the nature of commemoration. This concept can help us see how the extremes of violence and the techniques of control in "care" facilities that were common across the profiled cases are immersed in similar norms governing the social roles of children and adults. My core argument is that institutional child abuse—because of its systemic nature, its embeddedness in the modernist project, and the resulting stigmas—has lead to similar challenges and practices in confronting and memorializing these histories.
{"title":"Dark Pedagogies in Comparative Perspective: Remembering Institutional Child Abuse","authors":"J. Wüstenberg","doi":"10.3138/jeunesse.13.2.55","DOIUrl":"https://doi.org/10.3138/jeunesse.13.2.55","url":null,"abstract":"Abstract:This article sketches three cases of institutional child abuse in different historical contexts and places—St. Michael's Residential School in Alert Bay (Canada), Parramatta Girls' Home in Sydney (Australia), and the Closed Juvenile Detention Center in Torgau (German Democratic Republic). I propose Katharina Rutschky's concept of \"dark pedagogy\" to analyze the striking similarities in the methods and justification of treatment of children, in the experiences that survivors describe, and in the nature of commemoration. This concept can help us see how the extremes of violence and the techniques of control in \"care\" facilities that were common across the profiled cases are immersed in similar norms governing the social roles of children and adults. My core argument is that institutional child abuse—because of its systemic nature, its embeddedness in the modernist project, and the resulting stigmas—has lead to similar challenges and practices in confronting and memorializing these histories.","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49403762","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 : 2022-03-01DOI: 10.3138/jeunesse.13.2.141
Lois Burke
{"title":"Victorian Children and Curious Beasties","authors":"Lois Burke","doi":"10.3138/jeunesse.13.2.141","DOIUrl":"https://doi.org/10.3138/jeunesse.13.2.141","url":null,"abstract":"","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44483130","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 : 2022-03-01DOI: 10.3138/jeunesse.13.2.157
Geneviève Brisson
{"title":"Les Super-Machins : les superhéro•ïne•s des tout-petits","authors":"Geneviève Brisson","doi":"10.3138/jeunesse.13.2.157","DOIUrl":"https://doi.org/10.3138/jeunesse.13.2.157","url":null,"abstract":"","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262676","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 : 2022-03-01DOI: 10.3138/jeunesse.13.2.81
V. Grzelczyk
Abstract:The Democratic People's Republic of Korea (DPRK) looms large in international political and security spheres because of its harsh domestic dictatorship as well as its pursuit of nuclear weapons. It is a country that is difficult to access physically because of its controlled borders, and the evolution of North Korean society is clouded by the propaganda that is routinely dispatched by the government. As a result of the state's focus on militarization and regime survival, specific population groups are often ignored in broader debates about North Korean society, yet they provide important insights into the paradoxical nature of the North Korean society; children are one such group. While there is plenty of evidence, gathered by NGOs and IGOs, that North Korean children suffer from both physical and emotional violence in North Korea, they are also celebrated and revered by the government: the Mangyongdae Children's Palace in Pyongyang, for instance, is seemingly dedicated to children's after-school activities and well-being. Drawing on fieldwork conducted in the DPRK during International Children's Day in 2019, this article examines the place of children in the construction of North Korean national identity and exposes how children are both celebrated and utilized to become "memorable," supporting the North Korean government's survival goals via large-stage installations such as the gymnastic Mass Games.
{"title":"Displaying North Korean Children: From Local to Global Memories","authors":"V. Grzelczyk","doi":"10.3138/jeunesse.13.2.81","DOIUrl":"https://doi.org/10.3138/jeunesse.13.2.81","url":null,"abstract":"Abstract:The Democratic People's Republic of Korea (DPRK) looms large in international political and security spheres because of its harsh domestic dictatorship as well as its pursuit of nuclear weapons. It is a country that is difficult to access physically because of its controlled borders, and the evolution of North Korean society is clouded by the propaganda that is routinely dispatched by the government. As a result of the state's focus on militarization and regime survival, specific population groups are often ignored in broader debates about North Korean society, yet they provide important insights into the paradoxical nature of the North Korean society; children are one such group. While there is plenty of evidence, gathered by NGOs and IGOs, that North Korean children suffer from both physical and emotional violence in North Korea, they are also celebrated and revered by the government: the Mangyongdae Children's Palace in Pyongyang, for instance, is seemingly dedicated to children's after-school activities and well-being. Drawing on fieldwork conducted in the DPRK during International Children's Day in 2019, this article examines the place of children in the construction of North Korean national identity and exposes how children are both celebrated and utilized to become \"memorable,\" supporting the North Korean government's survival goals via large-stage installations such as the gymnastic Mass Games.","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844715","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":"Introduction: Children in Public Memory","authors":"J. Wüstenberg","doi":"10.3138/jeunesse.13.2.3","DOIUrl":"https://doi.org/10.3138/jeunesse.13.2.3","url":null,"abstract":"","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740899","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 : 2022-02-09DOI: 10.3138/jeunesse-14.1.02
Emily Booth, Rebecca Lim
This article explores the findings from the first “diversity count” of Australian children’s picture books, conducted in 2019 in partnership with advocacy group Voices from the Intersection (VFTI). Specifically, this article explores the eightythree percent of 2018 Australian children’s picture books that did not feature a marginalized protagonist: namely, those that featured human characters who could not be identified as marginalized in any way, animals, and inhuman protagonists. We propose that the Australian publishing industry, rather than suffering from a “diversity deficit,” instead overrepresents a narrow demographic of human experiences and non-human protagonists. We suggest that the oversaturation of the local children’s picture book market with such similar stories disadvantages all children, who are denied a rich and diverse reading experience, as well as the opportunity to see themselves and their peers depicted. This article provides greater insight into the current debates about diversity and inclusion in children’s media.
{"title":"The Picture of Privilege: Examining the Lack of Diverse Characters in 2018 Australian Children’s Picture Books","authors":"Emily Booth, Rebecca Lim","doi":"10.3138/jeunesse-14.1.02","DOIUrl":"https://doi.org/10.3138/jeunesse-14.1.02","url":null,"abstract":"This article explores the findings from the first “diversity count” of Australian children’s picture books, conducted in 2019 in partnership with advocacy group Voices from the Intersection (VFTI). Specifically, this article explores the eightythree percent of 2018 Australian children’s picture books that did not feature a marginalized protagonist: namely, those that featured human characters who could not be identified as marginalized in any way, animals, and inhuman protagonists. We propose that the Australian publishing industry, rather than suffering from a “diversity deficit,” instead overrepresents a narrow demographic of human experiences and non-human protagonists. We suggest that the oversaturation of the local children’s picture book market with such similar stories disadvantages all children, who are denied a rich and diverse reading experience, as well as the opportunity to see themselves and their peers depicted. This article provides greater insight into the current debates about diversity and inclusion in children’s media.","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46407293","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}
Abstract:In his 2018 study How to Make Children Laugh, Michael Rosen writes that when he performs silly songs and poems in schools, "I become the channel through which the children can, for a moment, let go of their anxieties about the authority figures in their lives" (23). The laughter mediates between the norms of adulthood and the anxieties of childhood. Although silly songs are perennially popular with children and their caregivers alike, they remain understudied. This article, then, asks how laughter works in the context of English-language silly songs for preschool and early elementary children. Drawing from Rosen's theorization, it combines the perspectives of literary studies and early childhood music education to analyze well-known silly songs recorded by Sharon, Lois & Bram, Raffi, and others. Grown-up performers invite laughter by acting like goofy big kids who can play along with the children and by inverting the authority relationship between children and adults. Silly songs create deliberately incongruous, cheekily subversive experiences that can help children's anxieties to be released and rendered nonthreatening.
{"title":"The Anxious Laughter of Silly Songs","authors":"J. Pazdziora, Eric Pazdziora","doi":"10.1353/jeu.2021.0003","DOIUrl":"https://doi.org/10.1353/jeu.2021.0003","url":null,"abstract":"Abstract:In his 2018 study How to Make Children Laugh, Michael Rosen writes that when he performs silly songs and poems in schools, \"I become the channel through which the children can, for a moment, let go of their anxieties about the authority figures in their lives\" (23). The laughter mediates between the norms of adulthood and the anxieties of childhood. Although silly songs are perennially popular with children and their caregivers alike, they remain understudied. This article, then, asks how laughter works in the context of English-language silly songs for preschool and early elementary children. Drawing from Rosen's theorization, it combines the perspectives of literary studies and early childhood music education to analyze well-known silly songs recorded by Sharon, Lois & Bram, Raffi, and others. Grown-up performers invite laughter by acting like goofy big kids who can play along with the children and by inverting the authority relationship between children and adults. Silly songs create deliberately incongruous, cheekily subversive experiences that can help children's anxieties to be released and rendered nonthreatening.","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229014","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}
Abstract:This article reads the comedic after-school special John Mulaney & the Sack Lunch Bunch (Netflix 2019) alongside philosophical accounts of humour, comedy, and laughter—collectively, Humour—and elaborates upon how Sack Lunch repurposes the conceptual binary of adult and child, neither reinforcing nor denying its formative role in the relationship between people of diverse ages. Interpreted as what Ludwig Wittgenstein called a grammatical investigation (or a study of how language is used), Sack Lunch inhabits the ambiguous and artificial boundary between child and adult to trouble an overly familiar picture of growing up. In showing how children's and adults' Humour is alike in showing what is funny, or off, in our world, Sack Lunch is a non-instrumental example of Humour as a pedagogical resource. Because it exposes the sedimented conceptions underlying how intergenerational social relationships perpetuate socio-political injustices, children's Humour in particular warrants further attention by philosophers of humour.
{"title":"\"Which One of You Is the Twelve-Year-Old Boy?\": Children's Humour, Wittgensteinian Jokes, and the Sack Lunch Bunch","authors":"Michael Dalebout","doi":"10.1353/jeu.2021.0009","DOIUrl":"https://doi.org/10.1353/jeu.2021.0009","url":null,"abstract":"Abstract:This article reads the comedic after-school special John Mulaney & the Sack Lunch Bunch (Netflix 2019) alongside philosophical accounts of humour, comedy, and laughter—collectively, Humour—and elaborates upon how Sack Lunch repurposes the conceptual binary of adult and child, neither reinforcing nor denying its formative role in the relationship between people of diverse ages. Interpreted as what Ludwig Wittgenstein called a grammatical investigation (or a study of how language is used), Sack Lunch inhabits the ambiguous and artificial boundary between child and adult to trouble an overly familiar picture of growing up. In showing how children's and adults' Humour is alike in showing what is funny, or off, in our world, Sack Lunch is a non-instrumental example of Humour as a pedagogical resource. Because it exposes the sedimented conceptions underlying how intergenerational social relationships perpetuate socio-political injustices, children's Humour in particular warrants further attention by philosophers of humour.","PeriodicalId":42169,"journal":{"name":"Jeunesse-Young People Texts Cultures","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42661305","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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