Sposet, Barbara A. 2003 0-7734-6943-5 252 pages Culture learning is a particular type of human learning related to the patterns of human interaction and identification. This study describes the process of culture learning as it takes place within a foreign language program at a selected suburban middle school site. It explores two arenas of inquiry: How does an awareness of people different from oneself develop in the middle school adolescent, and what is the contribution of foreign language study to the development of culture learning? The findings have implications for the middle school community (administrators, staff, students, parents) and those concerned with facilitating cross-cultural learning in today’s global society.
Young, Thomas 2001 0-7734-7442-0 152 pages “It is hard to imagine any other editor who could situate Young’s book so clearly in the thought, culture and politics of his day, and perceive so many links with previous ethical thought and the subsequent developments that were to occur over the next two centuries. The combination of Young and Preece reminds us that the relationship of humans to other species is one of our most persistent moral problems, one which we revisit century after century, and, fortunately, one which has consistently attracted thoughtful and compassionate commentators.” – David Fraser
“Thomas Young’s Essay on Humanity to Animals, along with Rod Preece’s Introduction and Notes, will be a valuable addition to the Mellen Animal Rights Library. The Essay’s historical importance is equaled, if not surpassed, by its analytical merits. . . . In his footnotes, he cites the leading modern proponents of various positions along the scale of animal rights. All of this information will be very useful to those seeking an overview of the territory. . . his exposition of Young’s argument is helpful, perceptive, and eminently clear. . . Dr. Preece has done a terrific job of editing the text. Those who are exploring the issue of human relations with nonhuman animals will appreciate having Young’s Essay readily available. They will also appreciate the intelligence of Dr. Preece’s additions and the leads he provides for further investigation.” – Marian Scholtmeijer
Gayle-Evans, Guda 2004 0-7734-6474-3 204 pages Today’s schools are very diverse. As a result, many teachers and parents are faced with the challenge of helping children understand and accept differences. Multicultural literature provides an ideal way to expose children to how much we are alike even if we are different.
This annotated list of over three hundred multicultural children’s books is a comprehensive list of books from diverse cultures. Children from different cultures as well as children for whom English is not their first language will see themselves represented in authentic ways. Children from mainstream America will also have the opportunity to learn about different cultures.
While there is a plethora of multicultural literature for children, there is an absence of tools to connect the literature to activities. In this book there are several activities which are connected to and support the stories discussed. These activities, along with the "A Suggestion to Broaden Cultural Awareness” section, allow adults and children to view literature and cultural diversity from different perspectives. Children considered different will feel validated as they begin to learn that being different is not a deficit.
Early childhood and elementary teachers will find this annotated list of books a good resource for connecting children to books. The variety of books will also help children to understand and appreciate the positive aspects of diversity.
Kennedy, David 2006 0-7734-5645-7 284 pages Traces the connections between childhood and philosophy along multidisciplinary pathways in the humanities. Explores the significance of childhood in Western culture and modal subjectivity in the context, not just of philosophy, but of social and cultural history and the history of ideas, art, literature, mythology, spirituality, psychoanalysis, developmental psychology, and educational theory.
Skehill, Caroline 2004 0-7734-6405-0 377 pages This book is the first detailed history of child protection and welfare social work practice in the Republic of Ireland, providing a comprehensive and in-depth account of the development of social work within the child protection and welfare system in the Republic of Ireland. Drawing on a broad range of archival sources, the book illuminates the complex and often contradictory nature of child welfare practices over the period 1862-1991. The archival data provided in the book should provide an excellent starting point for persons interested in furthering the study of the nature of child welfare and/or social work in the Republic of Ireland.
The book applies a methodology of a history of the present in a rigorous manner, drawing from Foucault’s conceptualizations of archaeology, genealogy, and discourse. The book attempts to deconstruct and reconstruct the theorization of social work in ‘the social’ (Foucault, 1977; Donzelot, 1980, Parton, 1991) within the context of Irish social work. It is likely that both the methodological and theoretical aspects of this book, applied in such a grounded way, will be of great interest to a broad audience of social scientists and historians.
Sugarman, Sally 2016 1-4955-0490-5 272 pages Examines children’s books about Shakespeare, his time and his characters in the light of changing ideas about childhood as well as changes in the experiences of the children who read the various versions of Shakespeare available to them in adaptations, fiction and non-fiction.
Duhon-Sells, Rose M. 1992 0-7734-1655-2 124 pages Major objective is to provide information that may be utilized by parents, grandparents, or any adult interested in creating a healthy environment for children. Includes chapters on the Development Process of the Personality of Children of Color; Parent-child Relationship; Children and the Home; Guiding the Behavior of Children; Positive Discipline; and Foster Parenting.
Knottnerus, J. David 1999 0-7734-7912-0 168 pages This volume conducts an historical comparative investigation of the elite school system for boys (lycées - secondary educational system) and girls (religious boarding schools) in 19th century France. An elaborated model of the total institution is used to analyze the educational organizations in which children were educated. The study also uses literary texts such as novels and short stories, diaries, memoirs, and (fictionalized) autobiographies to describe and compare the personal lives, social worlds, and structures of boys and girls in these two types of institutions. A theory of structural ritualization is employed to explain how these groups were influenced by the institutional milieus they were nested within. Underlying this study is the fundamental assumption that literature and sociological concepts can be used together to better understand social historical processes and structures.
Jennings, Mary Ann 2005 0-7734-6283-X 244 pages In contrast to the traditional deficit perspective of working with children and adolescents, this book presents a strengths based family health perspective. The roles and functions of the family are being redefined in every domain of family life - physical, emotional, mental, spiritual, economic, cultural, and social. Embedded in each of these domains are the seeds of family life that can either be nurtured or left to wither and die. The profound challenge is how to identify the seeds to nurture and the seeds to leave uncultivated.
Hinton, Samuel 2009 0-7734-4955-8 184 pages The study examines multidimensional issues relating to cruelty and forgiveness, specifically following the ten-year civil war in Sierra Leone. It discussed some experiences of children in Biblical times, and connections between the work of street children personnel and practical theology.
Partridge, Lee 2009 0-7734-3808-0 280 pages The research utilizes a symbolic interactionist framework and grounded theory methodology to generate a substantive theory regarding how adolescent boys diagnosed with AD/HD respond to the efforts of their teachers who employ rewards and punishments to moderate their actions. The theoretical propositions which were developed from the study have immediate and practical implications for teachers, school administrators and parents.
Ainsa, Patricia 2000 0-7734-7823-X 132 pages This study examines changes in pre-service teachers’ knowledge, attitudes, and educational intent to implement HIV/AIDS classroom curriculum and universal precautions after participating in HIV/AIDS in-service training. Valuable pre-service teacher training information was obtained as questionnaire responses were recorded prior to and as a result of an in-service program for pre-service student teachers at a U. S. – Mexico border university.
Young, Barbara Ann 2006 0-7734-5614-7 400 pages The Irish literary child has its nascence in earliest Celtic mythology and flourishes as an emblem of the Irish nation throughout Irish literature to the present day. This book concentrates on the development of this symbolic figure in twentieth century Irish poetry and prose and juxtaposes the figure of the literary child at any given point in the century with political and social conditions of Ireland at the time. The result of this pairing over the course of the century is the revelation of the paradigmatic nature of the child in Irish literature. As the nature of and challenges before this child evolve in literature, so does the nation of Ireland.
Manful, Esmeranda 2010 0-7734-3746-0 380 pages This book is the first to compare the primary child care legislation of a developed and a developing jurisdiction influenced by English juristic ideas. In addition, the empirical findings are indicative that there is more than one specific conceptualisation of children’s rights; to ensure provision, protection and/or participation rights of the child. It also revealed that the type of rights being advanced and implemented is the interest rights of the child.
Gao, Minghui 2010 0-7734-3632-4 196 pages This study identify differences in youngsters’ concepts and practices of lying about good deeds are rooted in variations in the way they react to authority figures, socio-cultural rules, peers, and personal feelings.
Jones, Caroline 2007 0-7734-5257-5 328 pages This book examines the legal framework and practices surrounding licensed donor insemination in Britain at the end of the twentieth-century, together with a detailed consideration of the legislative and policy based changes in the early years of the twenty-first century. Drawing on interviews with single women, lesbian couples and heterosexual couples, this analysis focuses on the practical effects of the Human Fertilisation and Embryology Act for women and men who had sought access to and used this procedure. This qualitative study explores the complexities and significance of the legal construction of parenthood and ‘the family’, together with the (re)configurations of biogenetic ties in the context of families with children conceived through donor insemination.