Pub Date : 2023-09-01DOI: 10.1353/hcy.2023.a909989
Wayne Riggs
Abstract: When World War I began in 1914, Britain had neither a conscript army nor any bureaucratic mechanism for implementing conscription. By 1916, however, it had the largest volunteer army in the history of the world. Such an astounding achievement was credited to patriotism and the efforts of Field Marshall Kitchener. In reflecting on this development, contemporaries and historians largely overlooked the religious culture of militarism that dominated the pre-war years as well as the impact of the church brigade movement. The brigades fused military discipline and training with religious teaching and spiritual formation, and they ensured that well over 50 percent of British boys received a form of military training in the decades prior to the conflict, popularizing the ideas of military organization, drill, and serving in the armed forces.
{"title":"Church Brigades and Battlefields: Militarizing British Boys Prior to World War I","authors":"Wayne Riggs","doi":"10.1353/hcy.2023.a909989","DOIUrl":"https://doi.org/10.1353/hcy.2023.a909989","url":null,"abstract":"Abstract: When World War I began in 1914, Britain had neither a conscript army nor any bureaucratic mechanism for implementing conscription. By 1916, however, it had the largest volunteer army in the history of the world. Such an astounding achievement was credited to patriotism and the efforts of Field Marshall Kitchener. In reflecting on this development, contemporaries and historians largely overlooked the religious culture of militarism that dominated the pre-war years as well as the impact of the church brigade movement. The brigades fused military discipline and training with religious teaching and spiritual formation, and they ensured that well over 50 percent of British boys received a form of military training in the decades prior to the conflict, popularizing the ideas of military organization, drill, and serving in the armed forces.","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735737","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 : 2023-09-01DOI: 10.1353/hcy.2023.a910000
Sarah M. Hedgecock
Reviewed by: Growing Up with America: Youth, Myth, and National Identity, 1945 to Present by Emily A. Murphy Sarah M. Hedgecock Growing Up with America: Youth, Myth, and National Identity, 1945 to Present. By Emily A. Murphy. Athens: University of Georgia Press, 2020. xiv + 263 pp. Cloth $114.95, paper $34.95. In Growing Up with America, Emily A. Murphy aims to demonstrate that during the Cold War, American literature transitioned from conceptualizing the nation as an innocent child to imagining it as a wiser, though potentially [End Page 513] rebellious, adolescent. She connects this development to larger global developments around America's newly prominent position on the world stage, proposing that such a position made the former American self-conceptualization as an innocent child more or less impossible. Importantly, she notes, "real children are not the subject of this book" (7). Rather, the book focuses on the idea of the child and adolescent, as understood by adults. This is ultimately a book of intellectual history that traces American literature from the end of World War II into the present using the idea of adolescence as a throughline. Whereas earlier generations of authors idealized American innocence in a way that promoted exceptionalism and isolationism, Murphy argues, the Cold War and the United States' new position as a world leader made that separateness impossible and caused scholars to encourage the country to "forgo its previous fetishization of innocence if it was ever to mature" (28). This, she claims, resulted in a cultural reorientation around the adolescent figuring out their independent place in the world. For evidence, Murphy turns to a variety of books published from the beginning of the Cold War through the early 2000s, mostly for adult audiences but featuring adolescents as either protagonists or otherwise central characters. Through these books—ranging from The Catcher in the Rye to Karen Russell's 2011 novel Swamplandia!—Murphy examines changing ideas of nationhood and of who belongs in the American family. Chapter 1 provides an overview of what Murphy calls the "beyond innocence debate" among American studies scholars, which was the catalyst, Murphy notes, for a broader reorientation of American intellectual culture around the adolescent as "a figure for radical reform of existing social structures" (15). From there, each chapter examines a different aspect of that adolescent potentiality. In Chapter 2, Murphy maintains that in the second half of the twentieth century, the "American Adam" myth of an innocent using the wilderness to break with his origins was reconfigured as an "American Eve" who must reconcile with her past in order to succeed in the future. Chapter 3 proposes that American literature from the Cold War on transitioned from a focus on virgin land to a transposition of that focus onto the virgin girl, with the twist that the latter narrative also emphasized the damage done to the virgin by those wh
{"title":"Growing Up with America: Youth, Myth, and National Identity, 1945 to Present by Emily A. Murphy (review)","authors":"Sarah M. Hedgecock","doi":"10.1353/hcy.2023.a910000","DOIUrl":"https://doi.org/10.1353/hcy.2023.a910000","url":null,"abstract":"Reviewed by: Growing Up with America: Youth, Myth, and National Identity, 1945 to Present by Emily A. Murphy Sarah M. Hedgecock Growing Up with America: Youth, Myth, and National Identity, 1945 to Present. By Emily A. Murphy. Athens: University of Georgia Press, 2020. xiv + 263 pp. Cloth $114.95, paper $34.95. In Growing Up with America, Emily A. Murphy aims to demonstrate that during the Cold War, American literature transitioned from conceptualizing the nation as an innocent child to imagining it as a wiser, though potentially [End Page 513] rebellious, adolescent. She connects this development to larger global developments around America's newly prominent position on the world stage, proposing that such a position made the former American self-conceptualization as an innocent child more or less impossible. Importantly, she notes, \"real children are not the subject of this book\" (7). Rather, the book focuses on the idea of the child and adolescent, as understood by adults. This is ultimately a book of intellectual history that traces American literature from the end of World War II into the present using the idea of adolescence as a throughline. Whereas earlier generations of authors idealized American innocence in a way that promoted exceptionalism and isolationism, Murphy argues, the Cold War and the United States' new position as a world leader made that separateness impossible and caused scholars to encourage the country to \"forgo its previous fetishization of innocence if it was ever to mature\" (28). This, she claims, resulted in a cultural reorientation around the adolescent figuring out their independent place in the world. For evidence, Murphy turns to a variety of books published from the beginning of the Cold War through the early 2000s, mostly for adult audiences but featuring adolescents as either protagonists or otherwise central characters. Through these books—ranging from The Catcher in the Rye to Karen Russell's 2011 novel Swamplandia!—Murphy examines changing ideas of nationhood and of who belongs in the American family. Chapter 1 provides an overview of what Murphy calls the \"beyond innocence debate\" among American studies scholars, which was the catalyst, Murphy notes, for a broader reorientation of American intellectual culture around the adolescent as \"a figure for radical reform of existing social structures\" (15). From there, each chapter examines a different aspect of that adolescent potentiality. In Chapter 2, Murphy maintains that in the second half of the twentieth century, the \"American Adam\" myth of an innocent using the wilderness to break with his origins was reconfigured as an \"American Eve\" who must reconcile with her past in order to succeed in the future. Chapter 3 proposes that American literature from the Cold War on transitioned from a focus on virgin land to a transposition of that focus onto the virgin girl, with the twist that the latter narrative also emphasized the damage done to the virgin by those wh","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735739","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}
child labor history. For example, at the times when Massachusetts passed child labor laws and Illinois passed factory inspection laws, both states were run by a single party (Whigs and Democrats, respectively) that supported the legislation. In the case of Belgium, which did not adopt child labor laws during the 1830s, child labor was nearly twice as prevalent as in France, which did (85, 88). These factors may be more important than Anderson admits. Readers may also question whether Anderson pays enough attention to the socioeconomic status of her agents of reform. Those who often had the least success, particularly in Anderson’s US examples, were also those who had the least education and were once working-class laborers themselves, suggesting that structural reasons for success or failure are potentially more important than individual agency. Nevertheless, whether or not Anderson’s metrics for reformer success are compelling as explanatory, Agents of Reform does convincingly demonstrate that, to a large extent, “the origins of regulatory welfare . . . depended on the ideas and agency of individual policy entrepreneurs” (116). The stories of how such agents of reform attempted to transform their ideas and agency into child labor legislation on both sides of the Atlantic make Anderson’s book a valuable contribution to the field of childhood studies.
{"title":"Innocent Witnesses: Childhood Memories of World War II by Marilyn Yalom (review)","authors":"Jennifer Craig-Norton","doi":"10.1353/hcy.2023.0033","DOIUrl":"https://doi.org/10.1353/hcy.2023.0033","url":null,"abstract":"child labor history. For example, at the times when Massachusetts passed child labor laws and Illinois passed factory inspection laws, both states were run by a single party (Whigs and Democrats, respectively) that supported the legislation. In the case of Belgium, which did not adopt child labor laws during the 1830s, child labor was nearly twice as prevalent as in France, which did (85, 88). These factors may be more important than Anderson admits. Readers may also question whether Anderson pays enough attention to the socioeconomic status of her agents of reform. Those who often had the least success, particularly in Anderson’s US examples, were also those who had the least education and were once working-class laborers themselves, suggesting that structural reasons for success or failure are potentially more important than individual agency. Nevertheless, whether or not Anderson’s metrics for reformer success are compelling as explanatory, Agents of Reform does convincingly demonstrate that, to a large extent, “the origins of regulatory welfare . . . depended on the ideas and agency of individual policy entrepreneurs” (116). The stories of how such agents of reform attempted to transform their ideas and agency into child labor legislation on both sides of the Atlantic make Anderson’s book a valuable contribution to the field of childhood studies.","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"137 1","pages":"315 - 317"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83762116","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}
Reviewed by: Juvenile Justice in Victorian Scotland by Christine Kelly William S. Bush Juvenile Justice in Victorian Scotland. By Christine Kelly. Edinburgh: Edinburgh University Press, 2019. viii + 246 pp. Scotland is one of only a handful of countries today that maintains a largely decriminalized, welfare-driven approach to juvenile justice. In place of juvenile courts and secure detention facilities, Scotland utilizes children's hearings and community-based interventions for all but the most serious cases of youth offending. Many observers trace this system to a "revolution" fifty years ago, promulgated by Scottish judge Lord James Kilbrandon. In 1964, the Kilbrandon report decried Scotland's overuse of prison-like residential reformatories and industrial schools. As a result, Scotland abandoned its existing system for a community-based justice model that remains distinctive, both within and beyond the United Kingdom.1 Juvenile Justice in Victorian Scotland argues that the Kilbrandon reforms represented a culmination of, rather than a radical departure from, the previous century. Compassion fueled the Victorian-era reformers who founded Scotland's first juvenile justice programs in response to rampant child poverty in its industrializing cities (43–8). In the "pre-statutory" first half of the nineteenth century, explains author Christine Kelly, city governments developed policing practices that ensnared growing numbers of children and youth. The problem of children jailed with adults quickly elicited a humanitarian response from a generation of reformers in the 1840s, led by Sheriff William Watson of Aberdeen, "the most eminent reformer of juvenile justice in Victorian Scotland" (65). Watson invented and popularized the industrial day school, which fed and cared for neglected, destitute, and nonserious youth offenders. Funded locally, these schools offered academic and vocational training but, importantly for its leaders, also sought to inculcate middle-class habits of "respectability" (66). Unlike the influential reformatory in Mettray, France, emulated across England, the Scottish industrial day schools not only allowed their charges to return to their families each evening but also sought to uplift the family unit through its children. By the 1850s, other towns and cities were launching industrial day schools with Watson's guidance. This generation of reformers embraced an emergent notion of protected childhood that called for a shared social responsibility to [End Page 307] care for rather than punish impoverished and delinquent youth. "If society leaves them knowingly in the state of utter degradation," asserted Watson's contemporary, English reformer Mary Carpenter, "I think it absolutely owes them reparation, far more than they can be said to owe reparation to it" (74). This philosophy soon gave way to more punitive and carceral approaches, largely imported from England. Kelly guides us through complex legislative developments in Scotla
书评:《苏格兰维多利亚时期的少年司法》作者:克里斯汀·凯利威廉·s·布什。克里斯汀·凯利著。爱丁堡:爱丁堡大学出版社，2019。苏格兰是当今少数几个在青少年司法方面基本保持非犯罪化、福利驱动的国家之一。除了最严重的青少年犯罪案件外，苏格兰利用儿童听证会和社区干预来代替少年法庭和安全拘留设施。许多观察家将这一制度追溯到50年前由苏格兰法官詹姆斯·基尔布兰登勋爵(Lord James Kilbrandon)颁布的一场“革命”。1964年，基尔布兰登报告谴责苏格兰过度使用类似监狱的住宅感化院和工业学校。结果，苏格兰放弃了现有的制度，采用了一种以社区为基础的司法模式，这种模式在英国内外都很独特。1维多利亚时期苏格兰的少年司法认为，基尔布兰登改革代表了上个世纪的高潮，而不是彻底背离了上个世纪。同情激发了维多利亚时代的改革者，他们创立了苏格兰第一个青少年司法项目，以应对工业化城市中猖獗的儿童贫困问题。作家克里斯汀·凯利(Christine Kelly)解释说，在19世纪上半叶的“立法前”，市政府制定的警务措施使越来越多的儿童和青少年陷入困境。19世纪40年代，由阿伯丁郡长威廉·沃森(William Watson)领导的一代改革家对儿童与成人一起被关在一起的问题迅速做出了人道主义回应。沃森是“维多利亚时期苏格兰青少年司法领域最杰出的改革家”。沃森发明并推广了工业走读学校，为那些被忽视的、贫困的、不严重的青少年罪犯提供食物和照顾。这些学校由地方资助，提供学术和职业培训，但对其领导人来说重要的是，这些学校也试图灌输中产阶级“体面”的习惯(66)。与英国各地效仿的法国梅特雷(Mettray)有影响力的教养院不同，苏格兰的工业日制学校不仅允许学生每天晚上回到家里，而且还试图通过孩子们来提升家庭的凝聚力。到19世纪50年代，在沃森的指导下，其他城镇也开始开办工业走读学校。这一代改革者接受了一种新兴的保护童年的观念，这种观念呼吁共同承担社会责任，照顾而不是惩罚贫困和犯罪的青少年。“如果社会故意让他们处于彻底堕落的状态，”与沃森同时代的英国改革家玛丽·卡朋特断言，“我认为社会绝对欠他们补偿，远远超过他们对社会的补偿。”(74)这种哲学很快让位于更多的惩罚和严厉的方法，这些方法主要是从英国引进的。凯利引导我们通过苏格兰和英国复杂的立法发展，到19世纪70年代，这些发展导致了安全的、寄宿的青年培训学校的扩大使用，这些学校越来越被视为“危险阶层”(80)。监禁的增长背离了沃森的方法，将孩子与家人分开，同时向父母收取孩子监禁的费用(87-88)。1864年至1884年间，全英国工业学校的学生人数从1668人激增至18780人(188人)，而这些学校的日常管理方式也从教育转变为监狱式的劳动。凯利在她的政策讨论中穿插了对个别儿童的简短案例研究，以说明她更大的观点。她还讲述了20世纪为恢复苏格兰早期改革者最初的人道主义愿景而进行的斗争，一些当地法官抵制了放弃对青少年案件进行个性化处理的压力。1908年通过的《儿童法》(Children's Act)建立了苏格兰第一个独立的少年法庭，并将大多数儿童从监狱中移出，苏格兰儿童因非严重罪行而被“大规模”地“定罪”(166)。该法结束了广泛使用的监禁，引入了少年缓刑，并承认儿童在刑事司法系统中的特殊地位。然而，它并没有显著改变维多利亚时代的改革者首先引入的个性化方法。此外，过度监禁和忽视持续存在，在20世纪60年代的基尔布兰登调查和报告中达到高潮。二十世纪在这里受到的关注要少得多，因为它超出了本研究的范围;然而，这方面的非专业人士……
{"title":"Juvenile Justice in Victorian Scotland by Christine Kelly","authors":"William S. Bush","doi":"10.1353/hcy.2023.0029","DOIUrl":"https://doi.org/10.1353/hcy.2023.0029","url":null,"abstract":"Reviewed by: Juvenile Justice in Victorian Scotland by Christine Kelly William S. Bush Juvenile Justice in Victorian Scotland. By Christine Kelly. Edinburgh: Edinburgh University Press, 2019. viii + 246 pp. Scotland is one of only a handful of countries today that maintains a largely decriminalized, welfare-driven approach to juvenile justice. In place of juvenile courts and secure detention facilities, Scotland utilizes children's hearings and community-based interventions for all but the most serious cases of youth offending. Many observers trace this system to a \"revolution\" fifty years ago, promulgated by Scottish judge Lord James Kilbrandon. In 1964, the Kilbrandon report decried Scotland's overuse of prison-like residential reformatories and industrial schools. As a result, Scotland abandoned its existing system for a community-based justice model that remains distinctive, both within and beyond the United Kingdom.1 Juvenile Justice in Victorian Scotland argues that the Kilbrandon reforms represented a culmination of, rather than a radical departure from, the previous century. Compassion fueled the Victorian-era reformers who founded Scotland's first juvenile justice programs in response to rampant child poverty in its industrializing cities (43–8). In the \"pre-statutory\" first half of the nineteenth century, explains author Christine Kelly, city governments developed policing practices that ensnared growing numbers of children and youth. The problem of children jailed with adults quickly elicited a humanitarian response from a generation of reformers in the 1840s, led by Sheriff William Watson of Aberdeen, \"the most eminent reformer of juvenile justice in Victorian Scotland\" (65). Watson invented and popularized the industrial day school, which fed and cared for neglected, destitute, and nonserious youth offenders. Funded locally, these schools offered academic and vocational training but, importantly for its leaders, also sought to inculcate middle-class habits of \"respectability\" (66). Unlike the influential reformatory in Mettray, France, emulated across England, the Scottish industrial day schools not only allowed their charges to return to their families each evening but also sought to uplift the family unit through its children. By the 1850s, other towns and cities were launching industrial day schools with Watson's guidance. This generation of reformers embraced an emergent notion of protected childhood that called for a shared social responsibility to [End Page 307] care for rather than punish impoverished and delinquent youth. \"If society leaves them knowingly in the state of utter degradation,\" asserted Watson's contemporary, English reformer Mary Carpenter, \"I think it absolutely owes them reparation, far more than they can be said to owe reparation to it\" (74). This philosophy soon gave way to more punitive and carceral approaches, largely imported from England. Kelly guides us through complex legislative developments in Scotla","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996139","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":"Potato Puppet Theater/Beating the Beauties: A Seventeenth-century Japanese Picture Book for Children","authors":"P. Jolliffe, K. Kimbrough","doi":"10.1353/hcy.2023.0023","DOIUrl":"https://doi.org/10.1353/hcy.2023.0023","url":null,"abstract":"","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"46 1","pages":"197 - 210"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73474809","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":"Jewish Childhood in Kraków: A Microhistory of the Holocaust by Joanna Sliwa (review)","authors":"Melissa R. Klapper","doi":"10.1353/hcy.2023.0034","DOIUrl":"https://doi.org/10.1353/hcy.2023.0034","url":null,"abstract":"","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"19 1","pages":"317 - 319"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77726377","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:Lin Jieru, Bao Haoming, and Zhang Yulan were young people with complicated household circumstances who were censured by the state for using illegal means of survival in the late 1950s. By comparing these case studies, we can see that class, location, and especially gender, far more than age, shaped the survival tactics available to young people and the responses by different levels and apparatuses of the state. Furthermore, by looking at carceral institutions for juvenile offenders, it is clear that state authorities in the Northern Chinese city of Tianjin did not have a clear idea about the degree of responsibility and culpability of young people for behaviors deemed criminal. This article also explores the possibilities and limits of using archival sources to understand the choices and experiences of criminalized children in the Mao-era People's Republic of China, along with the possibility for historical agency.
{"title":"Crime and Survival: Juvenile Offenders in the PRC","authors":"M. Brzycki","doi":"10.1353/hcy.2023.0026","DOIUrl":"https://doi.org/10.1353/hcy.2023.0026","url":null,"abstract":"Abstract:Lin Jieru, Bao Haoming, and Zhang Yulan were young people with complicated household circumstances who were censured by the state for using illegal means of survival in the late 1950s. By comparing these case studies, we can see that class, location, and especially gender, far more than age, shaped the survival tactics available to young people and the responses by different levels and apparatuses of the state. Furthermore, by looking at carceral institutions for juvenile offenders, it is clear that state authorities in the Northern Chinese city of Tianjin did not have a clear idea about the degree of responsibility and culpability of young people for behaviors deemed criminal. This article also explores the possibilities and limits of using archival sources to understand the choices and experiences of criminalized children in the Mao-era People's Republic of China, along with the possibility for historical agency.","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"102 1","pages":"248 - 265"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82789697","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 study explores the life stories of Japanese settler children repatriated from Northeast China after 1945 to show that Japanese children might be critical witnesses to Japan's defeat and its consequences, as well as simply loyal supporters or innocent victims of the war. Through analyzing autobiographical works by manga artist Morita Kenji along with reader responses to these, I demonstrate that their stories were marked by loss and trauma inflicted within the Japanese community as well as by others and that later stories of war and repatriation were embedded in fraught family conversation as well as in public discourse.
{"title":"\"My Manchuria\": Memoir, Manga, and the Legacies of Japanese Wartime Childhoods","authors":"Marjorie Dryburgh","doi":"10.1353/hcy.2023.0028","DOIUrl":"https://doi.org/10.1353/hcy.2023.0028","url":null,"abstract":"Abstract:This study explores the life stories of Japanese settler children repatriated from Northeast China after 1945 to show that Japanese children might be critical witnesses to Japan's defeat and its consequences, as well as simply loyal supporters or innocent victims of the war. Through analyzing autobiographical works by manga artist Morita Kenji along with reader responses to these, I demonstrate that their stories were marked by loss and trauma inflicted within the Japanese community as well as by others and that later stories of war and repatriation were embedded in fraught family conversation as well as in public discourse.","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"31 1","pages":"287 - 305"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77049861","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}
of the unaccompanied singing traditions among many Scots Presbyterians). Furthermore, given the importance of the nineteenth century as a period of British mass migrations and imperial expansion, this begs the question as to how such traditions and trends identified here for the English context translated into British settler societies and among Indigenous children who fell within the ambit of British evangelization. There are other tantalizing possibilities. The co-optation of religious song forms by the more secular children’s animal welfare movement in the late 1800s (209–25) potentially complicates notions of a straightforward and all-encompassing secularization of childhood and children’s institutions. Missionary songs and songbooks (184–96) add another parallel dimension to thinking about children’s activism through periodical literature. And this book’s content and argument richly contribute to ongoing discussions about children’s emotional communities, formations, and frontiers. This book has wide appeal and wide significance, helping those of us in other corners of the “children’s history” classroom to think anew about our own understandings, presuppositions, conceptual frameworks, and methodologies.
{"title":"Agents of Reform: Child Labor and the Origins of the Welfare State by Elisabeth Anderson (review)","authors":"Jaclyn N. Schultz","doi":"10.1353/hcy.2023.0032","DOIUrl":"https://doi.org/10.1353/hcy.2023.0032","url":null,"abstract":"of the unaccompanied singing traditions among many Scots Presbyterians). Furthermore, given the importance of the nineteenth century as a period of British mass migrations and imperial expansion, this begs the question as to how such traditions and trends identified here for the English context translated into British settler societies and among Indigenous children who fell within the ambit of British evangelization. There are other tantalizing possibilities. The co-optation of religious song forms by the more secular children’s animal welfare movement in the late 1800s (209–25) potentially complicates notions of a straightforward and all-encompassing secularization of childhood and children’s institutions. Missionary songs and songbooks (184–96) add another parallel dimension to thinking about children’s activism through periodical literature. And this book’s content and argument richly contribute to ongoing discussions about children’s emotional communities, formations, and frontiers. This book has wide appeal and wide significance, helping those of us in other corners of the “children’s history” classroom to think anew about our own understandings, presuppositions, conceptual frameworks, and methodologies.","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"30 1","pages":"313 - 315"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90294315","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}
My complaints about the volume are relatively minor. The number of figures in the volume is impressive, sitting at fifty-two, but many of them are not printed clearly and the reader is at times left struggling to identify what Lentis highlights in the text and captions. This is especially true for photographs of rooms containing multiple pieces of artwork. I would have also liked to see more direct engagement with the theoretical work of the Comaroffs, Gramsci, and Lomawaima and McCarty throughout the volume rather than largely limiting it to the introduction and conclusion. Overall, I highly recommend the volume and believe it to be essential reading for those studying the Native American boarding school system in the United States. The first three chapters and the appendices serve as excellent references, with Lentis clearly identifying and organizing the primary sources used in her work by state, institution, Indigenous group, and material type. Lentis’s conclusions, reconciling the disconnect between federal policies and local execution, extend well beyond the scope of art education and Native America. The theoretical scope and strong case studies of the volume have relevance to global research on the role played by education systems in colonizing childhoods both historic and contemporary.
{"title":"Race for Education: Gender, White Tone, and Schooling in South Africa by Mark Hunter (review)","authors":"P. Kallaway","doi":"10.1353/hcy.2023.0037","DOIUrl":"https://doi.org/10.1353/hcy.2023.0037","url":null,"abstract":"My complaints about the volume are relatively minor. The number of figures in the volume is impressive, sitting at fifty-two, but many of them are not printed clearly and the reader is at times left struggling to identify what Lentis highlights in the text and captions. This is especially true for photographs of rooms containing multiple pieces of artwork. I would have also liked to see more direct engagement with the theoretical work of the Comaroffs, Gramsci, and Lomawaima and McCarty throughout the volume rather than largely limiting it to the introduction and conclusion. Overall, I highly recommend the volume and believe it to be essential reading for those studying the Native American boarding school system in the United States. The first three chapters and the appendices serve as excellent references, with Lentis clearly identifying and organizing the primary sources used in her work by state, institution, Indigenous group, and material type. Lentis’s conclusions, reconciling the disconnect between federal policies and local execution, extend well beyond the scope of art education and Native America. The theoretical scope and strong case studies of the volume have relevance to global research on the role played by education systems in colonizing childhoods both historic and contemporary.","PeriodicalId":91623,"journal":{"name":"The journal of the history of childhood and youth","volume":"72 1","pages":"324 - 327"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88707946","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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