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In der empirischen Forschung zu Bedingungen kindlichen Aufwachsens wird häufig auf das Konstrukt des kindlichen Wohlbefindens (Child Well-Being) zurückgegriffen. Mit diesem Einführungsbeitrag zum Schwerpunktheft soll der Versuch unternommen werden, die vielfältigen theoretischen Zugänge, Begriffsverwendungen und Merkmalszuschreibungen im Zusammenhang mit dem immer wieder als unscharf und diffus („fuzzy“, Betz et al., 2018, S. 13) deklarierten Konzept des kindlichen Wohlbefindens zu systematisieren und bisherige Erträge ebenso wie Leerstellen zu markieren. / The construct of child well-being is often used in empirical research to describe and analyze the conditions of growing up. This introductory contribution to the special issue gives an overview of the many different theoretical approaches, terminology, and indicators connected to the concept of child well-being, which is presently considered vague and diffuse. It also highlights both the yields and gaps in research.

The present thesis explores intersectional and institutional conditions for counteracting domestic violence in the Swedish welfare state. Empirically, the study focuses on professional discourses and practices concerning fathers’ violence against mothers and children in the context of separation, in three domains of practice: 1) Children’s education; 2) Disputes concerning custody, contact and residence; and 3) Welfare benefits such as financial aid. Theoretically, the study draws on feminist political theory and sociology, childhood studies and critical race studies. The empirical material consists of court orders and interviews with staff and victimised mothers. Two main social processes that undermine implementation of children’s rights are identified and discussed: Familialisation and selective repression. The thesis is based on four articles: Article I, (Skolan, familjerätten och barnen) School, family law and children exposed to violence, explores how staff at school and preschool understands their professional task, when in encounters with children in difficulties due to family law proceedings. The results suggest that two competing perspectives shape staff understandings of risks, solutions and violence. When arguing from the child’s rights’ perspective, the staff prioritises children’s safety and participation, while an upbringing perspective tends to construct violence mainly as a problem of order, with disquieting implications for vulnerable children. Article II, (Pedagoger i det sociala uppdragets gränstrakter: Att hantera familjerättsliga processer, hot och våld)Pedagogues in the borderland of their social task: Dealing with family law proceedings, threats and violence, investigates strategies used by preschool and school staff, when encountering gendered conflicts and violence between parents. How do the staff cope with their own and children’s vulnerability? An analytical model of six types of proactive and reactive strategies, ranging from keeping distance to normalisation of own vulnerability, is utilised in the analysis and discussed in relation to organisational and professional circumstances and intersecting social relations of inequality. Article III, Contact and evaluations of violence: An intersectional analysis of Swedish court orders, examines obstacles to implementation of children’s rights in contested parental contact cases in which there are indications of violence. The analysis shows that the contact presumption is strong, and generally overrides protection. This norm applies even where there are convictions or explicit reports of child abuse or domestic violence. In cases with ‘non-Nordic’ fathers however, the contact presumption is less likely to override protection than in cases with ‘Nordic’ fathers. Article IV, Financial oppression and post-separation child positions in Sweden, deals with post-separation child positions in two domains of practice in the Swedish welfare state: Welfare benefits such as financial aid, and child contact. The area of concern is financial oppression in the context of parental separation. Findings suggest that financial abuse in the context of parental separation is a non-question in the domain of welfare benefits, and in the domain of child contact framed as a conflict between equal parties. The age order as a form of domination may be reinforced by the practice of both domains.

This thesis examines representations of Indigenous and non-Indigenous children that circulated through various reports, magazines, and fictional stories that were produced for and about children in Canada’s settler colonial context. Particularly, I focus on the archives of two related institutions, the interdenominational Canada Sunday School Union’s annual reports (1843-1876), and the Shingwauk Industrial Home’s monthly juvenile magazine, Our Forest Children (1887-1890), as well as two juvenile adventure narratives, Canadian Crusoes (1852) by Catharine Parr Traill and “The Shagganappi” (1913) by Emily Pauline Johnson (Tekahionwake). Through the nineteenth century, childhood emerged as a stage of development in the making of a racialized adult identity; I find that these archives and texts record uneasiness about racialized systems of feeling and reveal the colonial management regime’s preoccupation with strengthening certain affective bonds of relationality in order to naturalize dominant, Eurocolonial practices of kinship. My argument through this thesis follows and extends critical approaches to discourses of kinship from scholars interested in deploying Indigenous and postcolonial critiques of Western kinship traditions (Gaudry 2013, Justice 2018, Morgensen 2013, Rifkin 2010). These scholars variously draw on Michel Foucault’s theory of biopower, which they find to be central to the production and proliferation of the institution of settler colonialism in North America, and query how the biopolitical management of Indigenous people was constructed through particularized institutions (such as the residential school) and discourses (such as blood quantum). My project builds on this work by focusing on the representation of child-centered affect in Canada’s settler-colonial context. While kinship figures as a dominant narrative through this thesis, I argue that the figure of the child emerged as the node through which the colonial management regime worked out competing forms of kinship in Canada’s settler-colonial context. In the first chapter, I close read the content of the annual reports that were published by the Canada Sunday School Union. I focus specifically on the “technologies of transparency” that reveal the kinds of investments that were made in the lives of real-life settler children in Canada. The Union’s interest in tracking the circulation of Sunday school libraries, for instance, reflects an impulse to inculcate Christian feeling within the nuclear family. The second chapter builds on the colonial management regime’s investment in the emotional lives of children, but shifts the focus to the lives of the Indigenous children who attended the Shingwauk Industrial Home in Sault Ste. Marie through the late 1880s. I demonstrate how Reverend Edward F. Wilson utilized the generic codes of popular British juvenile magazines of the period to showcase how the home’s Indigenous students learn how to articulate appropriate expressions of Christian feeling. In chapter three, I draw attention to Catharine Parr Traill’s undertheorized juvenile adventure novel Canadian Crusoes. I argue that Traill represents vignettes of an Indigenous kinship practice in order to stage the incorporation of a young Kanien’kehá:ka woman into the Euro-Canadian family. Finally, the fourth chapter examines how Emily Pauline Johnson represents the incorporation of mixed-race children into the Canadian nation in her juvenile adventure novel, “The Shagganappi.” While scholars read “The Shagganappi” as a tale of successful racial-intermixture, I argue that such readings only serve to reinscribe the fantasy that Canada is comprised of a “mythical métissage” (Gaudry 85).

Cette thèse porte sur la socialisation de genre des élèves scolarisés dans les écoles élémentaires japonaises dans les années 2010 : elle montre l’existence de situations et d’expériences de socialisation différenciée entre les filles et les garçons.L’objectif de ce travail est de détailler comment l’acquisition et l’apprentissage de certaines normes genrées se déroule pendant le quotidien des élèves, un processus souvent évoqué mais rarement détaillé dans les travaux portant sur ce sujet. Dans ce but, trois méthodes complémentaires sont utilisées : une enquête ethnographique, des entretiens semi-directifs et des dispositifs d’enquêtes spécifiques pour évoquer avec les enfants les questions de genre.Retranscrire la parole des enfants permet d’avoir accès à leur représentation de la différence entre les deux sexes. Acteurs de leur propre socialisation, les enfants élaborent le masculin et le féminin, notamment à travers le langage, l’apparence, les activités, les jeux, la mise en scène des corps, l’expression du sentiment amoureux et de la sexualité. Même si le cadre scolaire contribue à organiser la séparation des sexes et à normaliser les rôles sociaux sexués, les enfants organisent les rapports de genre en effectuant une relecture des modèles que proposent l’école et les autres instances socialisatrices. Les groupes de pairs jouent ainsi un rôle important dans ce processus complexe de socialisation.Ce travail, circonscrit aux études japonaises, se situe au croisement des études de genre et de la socio-anthropologie de l’enfance. / This research is about gender socialization of children going to Japanese primary schools in the 2010s: it shows the evidence of experiences taking place during differentiated socialization of girls and boys.The purpose of this study is to specify how pupils are acquiring and learning gender norms during their daily life, knowing that those processes are often raised but hardly described in related research works. To achieve this, three complementary methods were set: an ethnographic study, semi-directive interviews and special investigation schemes in order to discuss about gender issues with children.To write down children’s own words is a way to access their representation of sex differences. While being social actors of their own socialization, children are constructing masculinity and femininity, through language, external look, activities, plays, body staging, sexuality and feelings of love expression. Even if the school system organizes sex segregation and normalizes gender roles, children are negotiating those gender relations while performing in their own way the models that school and other social structures offer. Peer groups are also playing a significant role into these complex socialization processes.This thesis in Japanese studies is based on both gender studies and childhood studies.

Submitted by Margareth Ferreira Pinto (margarethfpinto@hotmail.com) on 2016-05-02T20:03:57Z No. of bitstreams: 1 0000010636.pdf: 732168 bytes, checksum: 7856ec54146a9ef1070a270261f82881 (MD5) / Approved for entry into archive by Ingrid Contreira (ingridcontreiradesu@gmail.com) on 2016-05-04T00:33:10Z (GMT) No. of bitstreams: 1 0000010636.pdf: 732168 bytes, checksum: 7856ec54146a9ef1070a270261f82881 (MD5) / Made available in DSpace on 2016-05-04T00:33:10Z (GMT). No. of bitstreams: 1 0000010636.pdf: 732168 bytes, checksum: 7856ec54146a9ef1070a270261f82881 (MD5) Previous issue date: 2014 / O referido trabalho buscou analisar as influências dos chamados Estudos da Infância nas dissertações desenvolvidas no Programa de Pós-Graduação em Educação AmbientalPPGEA/FURG (2007-2012). O intuito foi compreender como os conceitos e concepções de tal estudo, frequentemente encontrados na produção acadêmica sobre a infância, têm sustentado interesses, definições e ações sobre Criança e Infância, a partir das dissertações desenvolvidas por estudantes do PPGEA. Assim, como metodologia de pesquisa, utilizou-se o Método Histórico e Dialético, tendo como referenciais teóricos, autores da Pedagogia Histórico- crítica, da Teoria Histórico-cultural, além de autores da Educação Ambiental Crítica. Dessa forma, um dos dados apontados pelo trabalho é o de que as pesquisas desenvolvidas no programa carregam influências diretas das teorias construtivistas e dos estudos pós-modernos, cujas estão presentes na concepção de criança e infância, nos conceitos usados durante as pesquisas, nas definições de como deveriam ser os espaços de educação infantil, na defesa encontrada sobre a postura do adulto nos processos relacionais, no que as pesquisadoras compreendem como papel da educação e do professor. Pode-se dizer que as pesquisas que se utilizam dos conceitos dos estudos da infância, levam em consideração o contexto em que as crianças estão inseridas, preocupando-se em descrevê-lo, apontar, algumas vezes, as necessidades e as demandas do referido lugar, mas ao mesmo tempo, a ênfase maior é colocada nas relações que acontecem nestes ambientes, principalmente nas ressignificações que as crianças conseguem fazer a partir do que seria para os estudiosos, a “cultura adulta”. Diante disto, defendi a necessidade de um trabalho articulado com as concepções da pedagogia histórico-crítica, que entenda a importância de uma escola preocupada em instrumentalizar e oportunizar as crianças, filhas de trabalhadores, o acesso ao conhecimento socialmente elaborado, para além de práticas alienantes e fetichizadas. / That study sought to assess the influence of so-called childhood studies dissertations developed in the Graduate Program in Environmental Education - PPGEA / FURG . The aim was to understand how the concepts and principles of such a study , often found in academic literature about childhood , as well as courses in pedagogy and school practices have been articulated by researchers at PPGEA in their research . To fundamentarmos research , we use the referential anchored in a perspective of historical and dialectical materialism , as the authors of the Historical- Critical Pedagogy , the Historic-Cultural Theory , Critical Environmental Education beyond . One of the data pointed to by the study is that the research developed in the program carry direct influences of constructivist theories and postmodern studies , which are present in the conception of the child and childhood , the concepts used during searches in the settings as they should be the spaces of childhood education, advocacy found on the posture of the adult in relational processes , in that the researchers understand how the role of education and teacher . You could say that research that use the concepts of childhood studies , take into account the context in which children are inserted , worrying to describe it , point , sometimes the needs and demands of this place but at the same time, greater emphasis is placed on the relationships that occur in these environments, especially the re-significations that children can make from it would be for scholars , the " adult culture " . Given this, advocated the need for an articulated conceptions of pedagogy historical-critical work, who understands the importance of a caring school and equip oportunizar children access to socially produced knowledge , apart from alienating practices and fetishized.

Introduction. We investigated how librarians viewed childhood, children’s participation and their own profes- sional role in relation to these two topics. Recently the Convention on the Rights of the Child became law in Sweden, and we explored the possible effects on the library professional’s role in comparison to a country where little has been done in regard to children’s rights during the past few years. Method. Qualitative interviews were conducted in Sweden and in England. The empirical data consisted of tran- scriptions and note-taking from four interviews conducted in each country. In total we interviewed eight librarians working with children. Analysis. We carried out a qualitative analysis of the empirical data by a basic thematic approach. The analysis consisted of two separate parts - based on the data from Sweden and England respectively - leading up to a final joint discussion and comparison of our results. Results. There was a pattern of viewing the child more often as “becoming” in England. When the child was viewed as “being” in England this was linked to a norm of children feeling safe, happy and playful. The analysis showed that formal training and awareness of children’s rights to participate were greater amongst the Swedish librarians. Still, children were not actively involved in the planning of events at the library. Conclusion. The views conveyed in the Convention on the Rights of the Child is now part of the Swedish librari- ans’ professional role with an emphasis on the right of participation. In the case of English librarians, certain aspects of the convention are important, although the need for children’s participation seems to have been set aside in favor of children’s feeling of safety. This is a two years master’s thesis in Library and Information Science.

Syftet med denna studie var att undersöka hur den sociala barnavårdens socialsekreterare hanterar mognadsbedömningarnas komplexitet, mer specifikt hur de resonerar gällande eventuella skillnader som beaktas mellan barn i bedömningarna av olika barns mognad. Vidare syftade studien till att undersöka hur socialsekreterare resonerar kring deras tolkningsföreträde över barns mognad respektive barns rätt att komma till tals i barnavårdsutredningar. Studien tar avstamp i kritiska barndomsstudier som teoretiskt ramverk och baserar sig empiriskt på sju intervjuer med socialsekreterare. Våra fynd visar att även om socialsekreterarna talar om alla barn som unika individer framhävs ”det talbara” och ”det sårbara” barnet som avgörande olikheter när olika bedömningar förs på tal. Respondenterna diskuterar ett ”starkt barnperspektiv” och samtidigt hur mandatet över att bestämma barns mognad kan vara “läskigt” och “farligt” då mognadsbedömningen har stor inverkan på barns liv. Resultatet av vår studievisar att det är komplicerat att göra mognadsbedömningar eftersom det inte finns tydliga riktlinjer om hur de ska genomföras. / The aim of this study was to examine how child welfare social workers handle the complexity of maturity assessments, and more precisely how they reason concerning the potentialdifferences between children that they take into account in such assessments. Furthermore, the aim was to examine how social workers reason concerning their interpretation primacy over children’s maturity versus the right of the children to have their say in child welfare investigations. The study uses critical childhood studies as a theoretical framework. Empirically, it is based on seven semi-structured interviews with social workers. Our findings indicate that although social workers address all children as unique individuals, they still foreground differences related to “talkable” or “vulnerable” children as essential in assessments. The respondents discuss a “strong child perspective” and simultaneously how their mandate in maturity assessments is “scary” and even “dangerous” because maturity assessments have a great impact on children’s lives. The outcome of our study revealed that itis complex to carry out maturity evaluations on children as there are no comprehensible recommendations on how it should be carried out.

My dissertation critiques Western culture’s vertical command of “growing up” to adult completion (rational, heterosexual, married, wealthy, professionally successful) as a reductionist itinerary of human movement leading to subjective sedimentations. Rather, my project proposes ways of “moving rhizomatically” by which it advances a notion of a machinic identity that moves continuously, contingently, and waywardly along less vertical, less excruciating and more horizontal, life-affirmative trails. To this end, my thesis proposes a “rhizomatic semiosis” as extrapolated from the philosophy of Gilles Deleuze and Félix Guattari to put forward a notion of language and, by implication, subjectivity, as dynamic and metamorphic. Rather than trying to figure out who the child is or what it experiences consciously, my project wishes to embrace an elusiveness at the heart of subjectivity to argue for continued identity creation beyond the apparently confining parameters of adulthood. This dissertation, then, is about the need to re-examine our ways of growing beyond the lines of teleological progression. By turning to Deleuze’s child, an intangible one that “makes desperate attempts to carry out a performance that the psychoanalyst totally misconstrues” (A Thousand Plateaus 13), I wish to shift focus away from the hierarchical, binary, and ideal model of “growing up” and toward a notion of movement that makes way for plural identities in their becoming. This endeavour reveals itself in particular in the work of John Wray, Todd Field, Peter Cameron, Sara Prichard, Michael Cunningham, and Cormac McCarthy, whose work has received little or no attention at all—a lacuna in research that exists perhaps due to these artists’ innovative approach to a minor literature that promotes the notion of a machinic self and questions the dominant modes of Western culture’s literature for, around, and of children.