School for Homeless Children

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Save the Children UK： Tibet Programme

Save the Children UK has been active in the TAR since 1990,working primarily in counties within Lhasa Municipality in close collaboration with various government depamnents at municipal and county level. Our current sponsoring department is Municipal Foreign Affairs Bureau. In recent years our work has primarily focused on Education and Health, including installing clean water system with a strong emphasis on ensuring a respect for Children‘s Rights.     

Development for Children,or Children for Development? Examining Children's Participation in School‐Led Total Sanitation Programmes

The Community‐Led Total Sanitation (CLTS) approach is said to have radically revolutionized a poorly performing sanitation sector. The claims of CLTS programmes successfully stopping practices of open defecation have only recently begun to be critically reviewed: scholars and practitioners are questioning the sustainability and scrutinizing the participatory nature of this approach. This article builds on these analyses to draw attention to the School‐Led Total Sanitation (SLTS) programme which promotes the role of children as sanitation change agents to ‘trigger’ a shift of behaviour in their peers and elders in school and surrounding environments. The article reviews the active role of children in SLTS in the context of how ‘participation’ is structured in demand‐led sanitation approaches, as well as in relation to children's rights to participation in developmental projects in general. Reviewing the arguments supporting SLTS in practitioner literature and drawing on observations from SLTS case studies in Ghana, the authors notice a significant contradiction in the concept of children's participation as premised in SLTS initiatives and as outlined in the child rights agenda. These findings expose inherent tensions in SLTS between children's rights, participation and the role of children as sanitation change agents. They build on existing critiques of participation as coercion within demand‐led sanitation approaches that have ‘gone global’.     

解读《Dream Children》——梦境中的真实

《Dream Children》是查尔斯.兰姆的经典之作,通过描述他给自己的一对儿女讲述自己的祖母、哥哥以及孩子们逝去母亲的故事,表露了作者对逝去的亲人和失去的真爱的无比眷恋。结尾出人意料,原来只是一个幻梦,却给读者留下无尽的叹息。     

Are Methodologies for Children keeping them in their Place?

As participatory methodologies gain popularity and are increasingly adapted to carry out research with ‘children’, I return to the methodological question: is doing research with children different from doing research with adults? (Punch, 2000 Punch, S. 2000. Research with children the same or different from research with adults?. Childhood, 9(3): 321–341. [Web of Science ®] [Google Scholar]). As a participatory researcher, I raise concerns around methods designed for ‘children’ that stamp a ‘how-to-research’ label upon a diverse group of individuals prior to entering the research space. Rather than continue the well-worn debate around the incompetent/competent/powerless child versus the competent all-powerful adult, I attempt a different approach that aims to dissolve this dichotomy. I draw on hybrid theories of identities (Benhabib, 1992 Benhabib, S. 1992. Situating the Self, New York: Routledge.  [Google Scholar]; Butler, 1990 Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.  [Google Scholar]; Adams, 2006 Adams, M. 2006. Hybridising habitus and reflexivity: towards an understanding of contemporary identity?. Sociology, 40(3): 511–528. [Crossref] [Google Scholar]), that recognise identities as multiple and fluid, and present social identities as unhelpful guides in designing participatory methods, principally the mythical notion of the competent all-powerful adult (Lee, 2001 Lee, N. 2001. Childhood and Society: Growing Up in an Age of Uncertainty, Milton Keynes: OUP.  [Google Scholar]). I present the case that pre-labelling participants contradicts the bottom-up approach of participatory methodologies, particularly when Participation is understood as spatial practice (Kesby, 1999 Kesby, M. 1999. Beyond the Representational Impasse? Retheorising Power, Empowerment and Spatiality, mimeo [Google Scholar]; Cornwall, 2000), and participants are invited into a research space, where identities are performed (Thrift, 2000) and are, therefore, something we ‘do’ not ‘have’ (Butler, 1990 Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.  [Google Scholar]).     

Children’s museums as cultural development strategies for urban revitalization

Cities have increasingly invested in cultural institutions in hopes of revitalizing their urban centers. Critical of the value of these expenditures, scholars have called for an examination of the various types of cultural institutions in which cities have invested, to determine whether they are capable of simultaneously serving the economic, physical, and social goals of urban revitalization. In response to that call, I examine whether the children’s museum, a distinct type of cultural investment, is able to provide this range of public benefit. To do so, I draw on secondary sources to examine the origins, development, and current practices of children’s museum and present an illustrative example of a children’s museum that is intended to serve as a catalyst for urban revitalization in a small city in the USA. I contend that children’s museums are worthy recipients of public funding because they are simultaneously able to address these diverse agendas.     

Children’s participation: moving from the performative to the social

The body of work on children’s participation has been valuable in asserting its importance. Nonetheless, participation is a contested concept and key challenges arise relating to its emphasis on age and voice, its focus on socialising the participative responsible citizen, and its failure to sufficiently recognise the range of participatory activities of children in their everyday lives. This article presents findings of a study on children’s experiences of participation in their homes, schools, and communities including the importance of the relational context, how everyday interactions rather than ‘performative’ formal structures for participation are valued by children and how their participation is limited by adult processes based on notions of competence and voice. It concludes with an argument for recognising and facilitating children’s informal and social participation as well as new forms of democratic processes being developed by children to address the possibility of governance and over-responsibilisation of children.     

Where Have All the Children Gone?: The Archaeology of Childhood

Current images portray childhood as primarily a time of play and learning, de-emphasizing children's economic contributions and relegating them, like women, to the less-visible realm of the home. Ethnographic and historic literature amply demonstrates that age categories are constructs and, thus, exhibit considerable temporal and cross-cultural variability. Nevertheless, archaeologists have tended to ignore prehistoric children, perhaps viewing them as only peripheral to central research concerns, or to treat them stereotypically. The archaeological record provides opportunities for the exploration of numerous aspects of childhood and archaeologists are encouraged to respond to the challenge.     

Children with mind–body differences: performing disability in primary school classrooms

There has been a significant geographical shift in the primary school education of children with mind–body differences in England. Emphasis is increasingly placed upon the ‘inclusive’ education of ‘disabled’ children in mainstream schools (DfES, 2001 Department for Education and Skills (2001a) Special Needs and Disability Act London: HMSO  [Google Scholar]a, 2001 Department for Education and Skills (2001b) Special Educational Needs, Code of Practice London: DFES  [Google Scholar]b), and children with a range of mind–body abilities are currently educated within mainstream primary school classrooms. This paper prioritises children's experiences in examining how (dis)ability is reproduced heterogeneously through everyday practices in ‘inclusive’ classrooms. The discourses of disability which circulate through classroom spaces are influenced by wider societal representations of disability and childhood, albeit often interpreted in specific ways within the context of the education institution. This demonstrates that classroom micro‐spaces are porous, specific institutional spaces.     

Playing with Fire: Children at Fort York’s Ordnance and Supply Yard

Though not plentiful, it is common to find toys on military sites. While such objects may at times be attributed to the recreation of soldiers, the documentary evidence for children at military installations makes it possible to link some of these objects to children’s play. Here, several toys and other child-related artifacts recovered from a former munitions depot are used to delve into a discussion of children within these military landscapes. In doing so, an alternative conceptualization of the landscape is proposed as a means to encourage development of an archaeology of childhood in military contexts.     

Is There a National Policy For Children and Youth With Serious Emotional Disturbance?

This article examines the status of a national mental health policy for children in need of mental health services. The need for systems planning and services integration involving multiple agencies is presented. The different programs of the major governmental agencies involved in the delivery of services to children are reviewed, as are the range of services provided. This article demonstrates the fragmentation and duplication that is endemic in all aspects of mental health, and that consequently makes policy implementation exceedingly difficult.     

‘The Colonial Children Cry’: Jo the Crossing-Sweep Goes to the Colonies

In this article I explore the affective power of Charles Dickens's character Jo, the crossing-sweep from his novel Bleak House, and his broader cultural significance. Contemporary audiences were deeply moved by Jo's tragic death, sparking a vast popular, and especially visual, culture around the homeless white child. Yet, by establishing an affective and moral opposition between white waif and black ‘heathen’, in a relationship Dickens termed ‘telescopic philanthropy’, audiences were directed to care about the white poor with the inference that black people were not a proper object of compassion. Jo's touching story circulated widely across the colonies of Australia and New Zealand, and was put to work in transmitting inherited British values and making sense of local political and social circumstances. By the late nineteenth century the emotional regime symbolized by Jo the crossing-sweep effectively consolidated racial exclusions.     

The Digital Generation?: Children,ICT and the Everyday Nature of Social Exclusion

In this paper we explore the potentially inclusionary and exclusionary implications of Information Communication Technologies (ICT) for children through an examination of ICT policies and practices within UK schools. We begin by outlining the rhetoric of inclusion evident in UK government policy and by reflecting on how these discourses are mobilised in three case-study schools. We go on to consider issues of social exclusion, demonstrating that both material and social factors can prevent access to appropriate computer technology. In particular, we emphasise the importance of the way that children negotiate the meanings and use of computers through their everyday practices within the classroom. The paper concludes by arguing that only when we recognise that children's use of computers is about not only the broad-scale distribution of resources but also children's everyday social relations can we hope to institute policies that promote an inclusive 'information society'.     

Play Things: Children’s Racialized Mechanical Banks and Toys, 1880–1930

The reproduction of racism and class-based oppression are taught to children through various cultural media, including toys and games. Between 1880 and 1930, the popularity of racialized toys and banks were fear-based responses to the perceived encroachment by “foreign and exotic” migrations of African American, Chinese, Irish and Native Americans into the cultural landscape of white middle-class America. This article analyzes how artifacts associated with children, such as mechanical banks, clockwork figures, and other toys are part of a larger cultural structure that viewed race and class as inseparable, and that these objects were essential in the development of a learned habitus that exposed white middle class children in the Victorian era to a racially and class oriented world. We argue that these objects reflect both the times in which they were made, and illuminate the relationship between adults and a newfound emphasis on children and childhood, in which toys serves as symbolic mediators of culture.     

Dressed ‘as if for a Carnival’: Solving the Mystery of the Origins of Children’s Fashion. A New Perspective on the History and Historiography of Children’s Dress

The article has a double focus: explaining the so-far obscure origins of children’s fashion in the later eighteenth century and putting its emergence in the context of the ‘grand narrative’ concerning the ‘discovery of childhood’ during this pivotal period. Contrary to Rousseau’s famous dismissal of the hussar suit, the role of ‘fancy dress’ inspiration in the development of children’s fashions for the first time purposefully meant to distinguish the (male) child from the grown-ups and, concurrent with the Enlightenment’s ideas on childhood, emerges as central rather than marginal. The repertory of styles adopted for boys’ wear is shown to have been inspired by various ethnic and historical dress traditions rooted in the fascination with masquerade characteristic of the Rococo culture but harnessed to express the emerging new attitudes. Among them, special attention is given to inspirations by Polish national dress.

Second, the article takes on the argument presented by Daniel Thomas Cook in his inspiring article in Textile History, 42, no. 1 (2011). Having acknowledged the foundational role of fashion history in the emergence of childhood studies, Cook regards its present status as peripheral. He dismisses the underlying premise of its principal ‘grand narrative’ as based on a fruitless distinction between utility (and functionality) and fashion rather than the invention or discovery of the ‘child’ and ‘childhood’. While partially accepting Cook’s criticism, the article argues that the ‘grand narrative’, thus modified and expanded, retains its usefulness. In the nineteenth century, the ‘fancy dress’ and ‘playfulness’ theme continued, reflected in the most popular children’s styles (sailor suit, Little Lord Fauntleroy suit) and a range of others, temporarily or locally prominent, and intertwining with multifarious cultural, artistic, social and commercial developments.     

Insane Innocents: Mad Children in Benedict of Peterborough’S Miracula Sancti Thomae Cantuariensis 1

Abstract

This article discusses the setting up and operation of the Kingston Local History Project, emphasizing, in this process, the active co-operation between Kingston University and the local community. The Project aims to construct a comprehensive database on the people of Kingston between I850 and I900 and to subject the data collected to rigorous analysis. This will provide an extensive longitudinal socio-economic profile of an important market town in transition and, via techniques of record linkage, details of the life-cycles of thousands of Kingstonians. The core of the database is the decennial census enumerators’ books I85I-I89I, plus details from other sources, including parish registers and cemetery records. Data on female domestic service are then analysed to demonstrate how the database enables some important research questions to be tackled.