Going Outside Together: Good Practice with Respect to the Inclusion of Disabled Children in Primary School Playgrounds

This paper reports some of the findings of research which has investigated the inclusion of disabled children in six primary school playgrounds in Yorkshire, in England. Initially the paper sets the policy context before moving on to discuss the importance of play for children, especially in a primary school setting and particularly for disabled children in such a setting. The inclusion of disabled children is discussed with respect to a series of social and organisational issues and the good practice identified relating to these issues. The social issues include the relationships the disabled children have with their peers and with the staff. The organisational issues relate to the individual routines, moving to a new school, the benefit of staff experience and training, encouraging activity in physical education lessons which can be translated in to the playground and the benefits of extra time outside for some disabled children. All these aspects can influence whether all the children can go outside together—an important underlying factor for the inclusion of disabled children in primary school playgrounds.     

No-go- area,no-go- school: community discourses,local school market and children's identity work

This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that the choosing process was also an important part of the children's identity work. The results show differentiations among the children with a majority of children involved in re-constructing both a neighbourhood and the neighbourhood's school as no-go-areas while other children rather choose that school.     

Support for Women Officeholders in a Non-Arab Islamic Democracy: The Case of Indonesia

Recent work argues that the relationship between Islamic faith, the lack of support for gender equality and democratization is spurious. This paper analyzes the correlates of individual support for increasing the number of women serving in Indonesian legislatures. Indonesia is a relevant case because it is an emerging democracy, outside of the oil-rich Middle East, where over 85% of the citizenry registers a Muslim faith. We find that the willingness of Indonesians to support or oppose gender equity in politics is only minimally rooted in their faith or culture. This result buttresses the conclusions of cross-national studies that question the appropriateness of treating predominantly Muslim nations in the same way when studying questions of gender equity and democratization.     

Negotiating social identities: The influence of gender,age and ethnicity on young people's ‘street careers’ in Tanzania

This paper explores the diverse ways that children and young people negotiate their social identities and construct their life course trajectories on the street, based on ethnographic research with street children in Tanzania. Drawing on the concept of a ‘street career’, I show how differences of age, gender and ethnicity intersect with the time spent on the street, to influence young people's livelihood strategies, use of public space, access to services, and adherence to cultural rites of passage. Using the notion of ‘gender performativity’, I analyse how young people actively reconfigure gender norms and the concept of ‘the family’ on the street.     

Births,Infants and Children: An Econometric Portrait of Women and Children in India

This article undertakes an econometric analysis of the constellation of factors that serve to determine some outcomes with respect to demography and to schooling in India. These are: the numbers of pregnancies, live births and infant survivals to women, the chances of children being enrolled at school and, if enrolled, of continuing in school. The econometric estimates are based on unit record data from a survey — carried out by the National Council of Applied Economic Research, New Delhi — of 33,000 rural households in sixteen states of India. The study concludes that a broad spectrum of factors affects these outcomes. The literacy of women is important but so is the literacy of men. Infrastructure, in the form of safe drinking water and easy access to medical facilities, is important for infant survivals and, in the shape of easy access to schools, is important for school enrolment. Parental occupation matters for both infant survivals and schooling: children born to women who work as labourers are disadvantaged, relative to other children, in terms of their chances of surviving infancy and, if they do survive, of receiving schooling. The number of siblings that a child has affects his/her schooling outcomes, and gender, religion and region play an important role.     

Mortality Trends in Massachusetts Before 1860

The debate over whether turn-of-the-century immigrants were influenced more by their cultural heritage or by their socioeconomic circumstances when deciding to send their children either to school or to work, serves to illustrate the interplay between theory and evidence in the research process. The authors examine how ethnicity, the local economy, and the family economy affected children's participation in school and work. Using cost-of-living data from 1888-1890, they find that the effects of ethnicity on children's school participation were attenuated by local and family economy factors, and in some cases ethnic group coefficients no longer differed significantly from those of Yankees. The significant effects of ethnicity on children's work participation, however, persisted even when local and family economy factors were taken into consideration.     

Poverty,School and Work: Children during the Economic Crisis in Indonesia

The problem of child labour in Indonesia, although generally less prevalent than in other developing countries at a similar stage of development, is significant. As in other countries, this study finds a strong link between the child labour phenomenon and poverty, with the profile of child labour largely mirroring the profile of poverty. Furthermore, poverty is found to be an important determinant of whether children work. However, working does not always completely eliminate a child's opportunity to obtain formal education: children from poor households can still go to school by undertaking part‐time work to pay for their education, implying that banning these children from working may force them to drop out of school instead. Since the phenomenon of child labour is strongly associated with and determined by poverty, the most effective policy for eliminating child labour is through poverty alleviation. Other policies that can foster the rate of reduction in child labour are those which make it easier for children from poor families to access education and increase the opportunity cost of working by improving the quality of education. Such policies will increase the rate of return to education.     

Parental migration and the educational enrolment of left-behind children: evidence from rural Ponorogo,Indonesia

ABSTRACT

This paper examines the effects of parental migration on children’s educational enrolment following the recent reforms in Indonesian educational policy. We find that, in general, parental migration has a positive impact on school enrolment, although this varies by the child’s age and the gender of the migrant parent. Parental migration has an adverse impact on the school enrolment of younger children who are eligible for free education, but a positive impact on older children who are no longer able to access state educational support. The gender of the migrant parent matters, as paternal migration appears to have a more positive impact on children’s educational enrolment than maternal migration. Maternal migration is associated with a reduction of younger children’s likelihood of a being in school, while paternal migration makes no difference to their school enrolment. For older children, maternal migration has a lower positive impact compared to paternal migration. Our qualitative interviews also show mixed findings: some children appreciate their migrant mothers’ migration efforts and are motivated to persevere in continuing education, while others are weighed down by their migrant mothers’ sacrifice and develop a sense of obligation to reduce their financial burdens by leaving education early to enter paid employment.     

‘Playtime in the Borderlands’: Children's Representations of School,Gender and Bullying through Photographs and Interviews

Photography has been commonly used as a research tool in studies of childhood/children. However images of school children in official documentation are rarely taken or chosen by children and may not reflect their real experiences. This research considered the photographs taken by year six primary school children of their school and the images they chose to represent themselves. Subsequent interviews with children revealed attitudes to school, the importance of playground relationships in the construction of gender, leading to the concept of ‘borderlands’ inhabited by some boys who adopt non-hegemonic masculinities.     

The relationship between school ground design and intensity of physical activity

In this study, we investigated the relationship between school ground design and children's physical activity levels. In particular, we were interested in understanding the contribution of ‘green’ school ground design to physical activity levels. Data for this study were collected at an elementary school in Australia and in Canada. At each school, scans of Target Areas were completed to record the students' location and intensity of physical activity, based on the System for Observing Play and Leisure Activity in Youth (SOPLAY) (Australia: 23 scans, 6 Target Areas; Canada: 18 scans, 7 Target Areas). At both schools, the highest percentage of children present was engaged in vigorous physical activity on the manufactured equipment (42% of children/scan). Similarly, at both schools, the green area encouraged the highest percentage of children present to be engaged in moderate physical activity (47% of Australian children/scan, 51% of Canadian children/scan). The patterns of sedentary behavior differed slightly between countries. At the Australian school, the paved sporting courts (57%) and the paved canteen courtyard (50.5%) promoted the highest degree of sedentary play. At the Canadian school, the treed grassy berm (42%) and the treed concrete steps (43%) encouraged the highest percentage of sedentary behavior, followed by the open asphalt (34%). These results are also discussed in light of gender distribution. We conclude with a discussion of the design and cultural factors that influence children's physical activity on school grounds. We argue that if school grounds are to realize their potential to promote physical activity, they should include a greater diversity of design features and ‘green’ elements that engage children of varying interests and abilities in active play.     

Towards transnational gender identity. A case study of Polish children growing up in Norway

This article focuses on migration experiences of Polish children living in one of the most gender-equal countries in the world – in Norway. Empirically, the article is based on 30 semi-structured interviews with children aged 6–13 who were born in Poland and migrated with their parents to Norway after Poland’s accession to the European Union. Observation of their rooms during the interview also contributed to the study. We discuss ways in which gender roles, practices and identities are shaped by mobility in the Polish-Norwegian context and how ideas about girls/women and boys/men are affected by the migration experience. The article seeks to explore children’s experiences in the two highly contrasting and differentiated contexts: one where the children were socialized and the other where they then moved, the former being highly traditional in terms of gender, the latter emphasizing gender equality. We argue that the Polish home is the most important site for the formation of the traditional gender identity, while the Norwegian school and peer group are the most important sites for the formation of the modern gender identity. This situation causes tension and ambivalence with regard to children’s gender identities across a number of different spaces and spheres of their lives.     

《论语》雌雉节新解

《论语》雌雉节汉代以来无定解。朱熹在《四书集注》中判此节两处有阙文,此说遂成定论。此节与《乡党》篇旨通意连,决无阙文。两千年来先贤大师释不通此节,关键在于离开“雌雉”之“雌”而去释解“时哉时哉”,结果变成离“礼’’释义。只要从“雌”字着眼,以“雌”释“时”,“山梁雌雉,时哉时哉”就与“礼”连接起来。雌雉节是子路惊飞孵卵雌雉,孔子强调此时正是雌雉孵卵之时,责备子路不应违反“不唐不卵”的时令之“礼”。子路打拱认错,雌雉终又惊飞。此解不见于《论语》讲读各家释义。     

The good, the bad and the confusing: the political economy of social care expansion in South Korea

Recent social policy reforms in South Korea indicate a progressive shift by a conservative government to modify the familialistic male breadwinner model that informs its welfare regime. The Korean government has demonstrated support for women through an increase in the provision, regulation and coordination of childcare and workplace support programmes for working parents. At the same time, labour market reforms have also created more pressures on women to seek and maintain paid work outside the home. Conflicting social and economic policy objectives have resulted in a confusing mix of policies, advancing and impeding gender equality at the same time. This contribution examines the recent family–work reconciliation policy reforms in Korea and discusses why these reforms may be good politics but a bad deal for women.     

以家庭为单位的活动参与：联合与独立家庭维持性活动中的性别差异—— 以北京市家庭为例

个体的日常活动发生在复杂的情境下,受到来自地理环境和社会环境的制约。以往研究揭示了制约下的个体在活动参与上展示出明显的性别差异。然而,传统以个体为单位的研究,忽视了家作为地方秩序的口袋,其内部分成员之间的互动对不同性别家庭成员活动参与的影响。本文从家庭内部分工的视角,研究夫妻双方在参与家庭维持性活动的时间利用的差异。在分析差异形成的过程中,在家庭区位特征、个体社会经济特征外,关注了配偶的社会经济特征、家庭成员间的互动对个体参与独立与联合家庭维持性活动的影响。研究结果验证了我们的假设,微观个体活动参与及时间利用的性别差异,不仅受到社会与地理环境制约,而且是家庭成员之间互动、分工的结果。以家庭为单位的分析能更好地补充和解释以往性别差异的研究成果,为个体活动、移动行为等研究提供新的视角。     

The interplay between school and home location and its relationship with children’s subjective well-being

ABSTRACT

The aim is to determine the extent to which children’s subjective well-being (SWB) varies according to age, gender and the fact of living in the same context as the school (urban/rural) or not, in representative samples of 8, 10 and 12-year-olds (N?=?3708) in Spain. The existence of a match between schoolchildren’s living context and that of their school was the most common situation for the participants. The results, analysed using linear regression models and analysis of variance (ANOVA) with complex samples, show that a match between home and school context is not associated with statistically different levels of SWB in the three age groups (8, 10 and 12-year-olds) or by gender. Whereas no interactions between age, gender, school context and home location contribute to explaining overall life satisfaction, some do contribute to explaining the modified version of the Student’s Life Satisfaction Scale (SLSS) used here.     

It Doesn't Matter: Some Cautionary Findings About Sex and Representation From School Committee Conversations

One of the most important findings in the field of gender and politics is that women elected officials at the state and national levels do a better job than men of representing the interests of women, children, and families. This paper uses school committees to ask the same question about women elected officials at the local level. Thus the question that guides this paper is: Does it matter for women if women are elected to this local political institution? If it does matter, then we should “hear” women's distinct ways of participating through their discussions at committee meetings. The study finds, in contrast, that in this political institution women and men behave in remarkably similar ways when separated by committee roles, and that women elected officials in this political institution spend very little time addressing issues affecting girls in public education.     

COITAL EXPERIENCE AMONG ADOLESCENTS IN THREE SOCIAL-EDUCATIONAL GROUPS IN URBAN CHIANG MAI,THAILAND

This article compares coital experience of Chiang Mai 17–20-year-olds who were: (1) out-of-school; (2) studying at vocational schools; and (3) studying at general schools or university. Four-fifths, two-thirds and one-third, respectively, of males in these groups had had intercourse, compared to 53, 62 and 15 per cent of females. The gender difference for general school/university students, but not vocational school students, probably reflects HIV/AIDS refocusing male sexual initiation away from commercial sex workers. Vocational school females may have been disproportionately affected. Loss of virginity was associated, for both sexes, with social-educational background and lifestyle, and was less likely in certain minority ethnic groups. Among males, it was also associated with age and parental marital dissolution, and among females, with independent living and parental disharmony. Within social-educational groups, lifestyle variables dominated, but among general school/university students, parental marital dissolution (for males) and disharmony (for females) were also important, and Chinese ethnicity deterred male sexual experimentation.     

Who does the work in sustainable households? A time and gender analysis in New South Wales,Australia

Households in the affluent West have become an important target of government and NGO campaigns to encourage more environmentally sustainable behaviours, but there has been little research into the gender implications of such policies. This article investigates the role of gender and time in the sustainability practices of six heterosexual households with young children, committed participants in the Sustainable Illawarra Super Challenge programme in 2009. Women spent more total time on sustainable practices, and did so more often. Men's contributions related mostly to gardening and transport, in longer blocks of time. In these households, sustainability became a highly gendered practice because of the different roles in homemaking. Women resisted constructions of themselves as being closer to nature, and shouldered expectations of sustainability as part of their roles as mothers and household managers. They experienced time as overlapping and fragmented, with no distinction between work and leisure. Men contributed to sustainable practices mainly through activities understood as leisure, in longer blocks of time. Our temporality lens also illustrates the gendered ways that old practices become deroutinised and new practices reroutinised. While men were often responsible for the labour and upfront time required to start or research a project, the responsibility of everyday implementation and habit-changing commonly fell to women. These findings illustrate how gendered analyses help identify both opportunities for, and constraints against, change towards sustainability. Opportunities include the strong connections between both mothers' and fathers' understanding of good parenting and the importance they attach to household sustainability. Constraints include the temporal challenges faced by households, and how these interact with wider structural and labour roles.     

The significance of subtle ways: navigating femininities in high schools of Taiwan

Children’s geographers have contributed to the theorisation of school space as a ‘geographical accomplishment’. The crucial role of school space in (re)producing social identities such as gender in the Global North has been discussed. However, empirical research which explores young femininities in East Asia is scant. This paper demonstrates that the contestation of femininities in high schools of Taiwan is manifested in subtle ways. This research examines qualitatively the forms of contested femininities, the significance of peer culture, and the flexible nature of school space. The analysis demonstrates that singular understanding of the spatiality of school cannot fully explain the complicated web of entwined micro spaces involved in the shaping of young femininities. In conclusion, this research highlights the dynamics between school space and young femininities, and emphasises the value of studying East Asians’ contextualised experiences for better understanding of young femininities.     

留英学生与五四新文化运动——以《太平洋》杂志为中心

五四时期留英学生的思想活动鲜见论者讨论.本文以留英学生1917年初创刊于上海的<太平洋>杂志为中心,讨论其同人群体及其文化思想和教育主张.作为留英学界的一股知识力量,<太平洋>同人所提供的新思想观念,对于五四新文化运动具有积极推动和引导作用,这与以<新青年>作为运动的指导力量并无二致.但<太平洋>的思想背景有着浓厚的英伦调和主义色彩.