Cargando…
Children's Moral Lives : an Ethnographic and Psychological Approach.
Children's Moral Lives makes use of case studies, observation, interviews and questionnaires to offer a fascinating, behind-the-scenes view of children's school lives and the complex moral issues and disputes they routinely negotiate The first ethnography of childhood to focus on children&...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Wiley,
2013.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Children's Moral Lives: An Ethnographic and Psychological Approach; Copyright; Contents; Acknowledgements; 1 Introduction: Children's Moral Experiences at School; 1.1 Adults' Interest in Children's Morality: From Indifference to Intervention; 1.2 Understanding Moral Development in Culture; 1.2.1 Theoretical approaches; 1.2.2 The need for ethnography; 1.2.3 But what is morality?; 1.3 The School; 1.3.1 Socioeconomic and ethnic composition; 1.3.2 Values and discipline; 1.4 The Research; 1.4.1 Methodology; 1.4.2 The researcher; 1.5 Structure of the Book; Notes.
- 2 What Counts as Harm?: Playful Aggression and Toughness2.1 The Prevalence of Playful Aggression; 2.2 Playful Aggression in Children's Friendships; 2.3 Finding the Line Between Play and Harm; 2.4 Drawing the Line Differently: Contrasting Interpretations of Playful Aggression; 2.4.1 Being sensitive; 2.4.2 Girls and boys; 2.4.3 Adults and children on playful racism; 2.5 Crossing the Line; 2.5.1 Demonstrating toughness; 2.5.2 Using harm to demonstrate toughness; 2.5.3 Toughness, playful aggression and social class; 2.6 Implications for Schools; Notes.
- 3 Physical Aggression: Prioritising Harm Avoidance, Reciprocity or Dominance?3.1 School Rules: No Hitting; 3.2 The Morality of Fairness, Reciprocity and Retaliation; 3.2.1 Reciprocity versus harm avoidance at Woodwell Green; 3.2.2 'She has to get her own back': Zak and Faizel on reciprocity; 3.2.3 Fairness in aggressive boys' lives; 3.3 Hierarchy, Respect and Physical Aggression; 3.3.1 Masculinity and violence; 3.3.2 'Mr Gardner said don't hit, tell a teacher, but it never worked': Paul negotiating hierarchy at Woodwell Green; 3.4 Implications for Schools; Notes.
- 4 'Whose Game Is It?': Understanding Exclusion4.1 School Rules: All Play Together; 4.1.1 Children's views of exclusion; 4.1.2 Understanding exclusion on the playground; 4.2 Exclusion and Power; 4.2.1 'Whose ball is it?' Exclusion from boys' football games; 4.2.2 Dominance struggles: 'Holly tries to take over from me as leader of the gang'; 4.3 Exclusion for Game Maintenance and Success; 4.4 Exclusion Without an Excluder; 4.4.1 Three's a crowd; 4.4.2 Ethnic identity and friendship; 4.4.3 Distorted perceptions; 4.5 Exclusion as Reciprocity; 4.6 Implications for Schools.
- 4.6.1 Mismatches between classroom representations and playground reality4.6.2 Power, status and accountability; Notes; 5 Loyalty in Girls' Friendships; 5.1 Possessiveness, Loyalty and Independence; 5.2 Loyalty in Best Friendship; 5.2.1 Maria: 'I let her play with other people but why can't I play too?'; 5.2.2 Navneet: 'She's running off with Sarina'; 5.2.3 Zena: Prioritising independence and popularity; 5.2.4 Erickah: Loyalty and loneliness; 5.2.5 Multiple values: Reconciling loyalty with freedom and status; 5.3 Loyalty through Sharing Enemies.