Children and Childhood in a Multicultural – Global and Local – Perspective [10-FF-CCM]
Semestr letni 2016/2017
Konwersatorium,
grupa nr 1
Przedmiot: | Children and Childhood in a Multicultural – Global and Local – Perspective [10-FF-CCM] |
Zajęcia: |
Semestr letni 2016/2017 [2016L]
(zakończony)
Konwersatorium [KON], grupa nr 1 [pozostałe grupy] |
Termin i miejsce:
|
(brak danych) |
Liczba osób w grupie: | 11 |
Limit miejsc: | (brak danych) |
Prowadzący: | Urszula Markowska-Manista, Dominika Zakrzewska-Olędzka |
Literatura: |
• Penn, Helen, Unequal Childhoods. Young children’s lives in poor countries. London:Routledge, 2005, pp. 1-65. • Lancy, David F. The anthropology of childhood: Cherubs, chattel, changelings. Cambridge University Press, 2014, p. 1-74. • Libesman, Terri, Decolonising Indigenous Child Welfare. Coamparative Perspectives, Routledge, New York, 2014, p. 1-77. • Hewlett Barry S. (ed.) Hunter-Gatherers of the Congo Basin: Cultures, Histories and Biology of African Pygmies. Transaction. 2014, 245-275. • Hewlett, Barry S., and Michael E. Lamb, eds. Hunter-gatherer childhoods: evolutionary, developmental, and cultural perspectives. Transaction Publishers, 2005, p. 92-108; p. 343-359. • Boyden, Jo & Mann, Gillian. (2005). Children’s Risk, Resilience, and Coping in Extreme Situations, in M. Ungar (ed.). Handbook for Working with Children and Youth. Pathways to Resilience across Cultures and Contexts. Thousand Oaks, London, New Delhi: SAGE, pp. 3-25. • Ungar, Michael; M. Brown; L. Liebenberg, R. Othman; W.M. Kwong; Armstrong M. & Gilgun J. (2007). Unique pathways to resilience across cultures, Adolescence, 42(166), pp. 287-310. • Ungar, Michael, A Constructionist Discourse on Resilience: Multiple Contexts, Multiple Realities among At-Risk. Children and Youth (Youth Society, 2004), available at: http://www.sagepub.com/dimensionsofmulticulturalcounselingstudy/articles/section1/Article24.pdf • Kohli, Ravi (2006), ‘ The Sound of Silence: Listening to What Unaccompanied Asylum-seeking Children Say and Do Not Say’, British Journal of Social Work 36:5, pp. 707-721. • Ennew, Judith, Street and Working Children: A guide to planning, London, Save the Children, 1994. • Van Krieken, Robert. "Rethinking cultural genocide: Aboriginal child removal and settler-colonial state formation." Oceania (2004): 125-151. • Markowska-Manista, Urszula. "The written and unwritten rights of indigenous children in Central Africa–between the freedom of “tradition” and enslavement for “development”. In:Odrowaz-Coates, A & Goswami S. (2017). Symbolic violence in socio-educational contexts. A post-colonial critique. Warsaw: Wydawnictwo Akademii Pedagogiki Specjalnej. Films: Excerpts of Lost Children (2005), Invisible Children (2012) and short documentaries on children in Syria, Democratic Republic of the Congo and Central African Republic • Other publications will be proposed during the seminar. |
Zakres tematów: |
1. Children “out of place”, “invisible” children and children’s rights - an analysis of definitions and categories; - international and intercultural research on children belonging to socially inconvenient categories; - participatory approach in research on children and their everyday life (realized with children); - children's rights and the education on children's rights – an interdisciplinary approach; 2. Empirical studies on children “out of place” and “invisible” children - children outside or without childhood - vulnerable, excluded, invisible & ignored children; - children - victims, witnesses and perpetrators of massacres and genocide in subSaharan Africa; 3. Childhoods in a Global and Local Perspective - post-colonial studies and their relevance for interdisciplinary childhood studies: indigenous childhoods and hunter-gather childhoods; - ‘new’ children, new childhoods?; - unequal childhoods; - local dimensions of childhood and children's rights in the global world 4. Situationality and environment and their influence on children and their childhood - the specific needs and rights of children from particularly marginalised, excluded, outlying environments and contexts; - images and realities of childhood: the case of children in armed conflict, discriminated, marginalised and abused children; - directions of transformations and action strategies: How to make the invisible children visible? |
Metody dydaktyczne: |
- an analysis of conceptual-review literature; - an analysis of empirical texts from publications; - a discussion; - team work; |
Metody i kryteria oceniania: |
Preparation of papers, active participation in discussions |
Uwagi: |
konwersatorium |
Właścicielem praw autorskich jest Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie.