The Great War,the child’s body and the American Red Cross

Abstract

This article examines the child-relief activities of the American Red Cross in Hungary in the aftermath of the Great War, offering an insight into the workings of humanitarianism in interwar Europe. A close look at this one Central European ‘playground’ of transatlantic intervention helps us understand the logic and the underlying political, economic and ideological motives behind Allied humanitarian aid to ‘enemy’ children. Analysis of the ways in which the war’s aftermath affected children, their bodies and their relief throws light on the relationship between violent conflicts, children in need and humanitarian intervention. The article looks particularly at the role of the child’s damaged body and its photographic representation, making it what Cathleen Canning calls an ‘embodied experience of war’. Exploration of the humanitarian discourse around the suffering child helps us identify the humanitarian reaction to the unforeseen social consequences of wartime confrontation. The article argues that the harmed body of the ‘enemy child’ served to mobilise transnational compassion that challenged the war’s deeply anchored ‘friend–foe’ mentality. The child turned into a means of configuring and translating human suffering beyond ideological and political borders. At the same time humanitarian child relief helped to further consolidate asymmetric international power relations.     

‘Like it,don’t like it,you have to like it’: children’s emotional responses to the absence of transnational migrant parents in Lombok,Indonesia

ABSTRACT

This article explores the experiences and emotions of children in rural East Lombok, Indonesia, who stay behind with relatives or neighbours while their parents leave the country for work. The article contributes to recent scholarship of children’s experiences of transnational migration in Southeast Asia by drawing out the complex emotions of children who stay behind. Based on research conducted in four ‘sending’ villages, the article describes children’s lived experiences of their parent’s transnational migration, and their intense feelings that whether they ‘like it or don’t like it’, they have no choice but to acquiesce to their parents’ long, often indeterminate absences. The research suggests that stay-behind children are entangled in community anxieties pervading the emotional economy of transnational migration, including the embodied emotion of shame (malu) which shapes children’s responses to parental absence. By focusing on children’s own views and experiences, we contribute to growing debates about the implications of migration for children’s rights and well-being in Southeast Asia.     

“Bringing Light to our Land… When She was Dark as Night”: Northerners,Freedpeople, and Education during Military Occupation in North Carolina, 1862–1865

When Union armies arrived in eastern North Carolina in 1862, they encountered escaped slaves eager to acquire education. Soon after the armies occupied the region, missionaries and teachers arrived seeking to educate and uplift these former slaves. They brought their own preconceptions of helpless blacks, and a blind confidence in a New England system of education. But they also brought very different ideas of how the educational mission should be accomplished. Disagreements led to conflicts within the benevolent societies, replete with nasty bickering, reprisals for insults, and much uncivil behavior. During wartime occupation, freedpeople utilized their northern benefactors to gain autonomy over their lives and institutions. However, given the often combative nature of the northerners’ relationships with each other, it is remarkable that the freedpeople were able to acquire the educational skills and degree of autonomy that they did.     

‘That street is taking us to home’: young children’s photographs of public spaces

ABSTRACT

Children’s identities constitute and are constituted by the everyday spaces they inhabit. Though there are innumerable accounts of what adults think public spaces like subways and city streets mean to children, fewer recorded accounts exist from young children themselves (Faulkner and Zolkos 2016, “Introduction.” In Critical Childhood Studies and the Practice of Interdisciplinarity, ix–xvii. Lexington: Lanham.). In this work I explored 2- – 5-year-old children’s conceptions of public space through the photographs they took and the narratives they told in and around those images. I focused on how children imaged their spaces, how their narrative fragments added layers of story to the images’ contents, and how their photographic performances acted as ‘visual voice’ (Burke 2005, “‘Play in Focus’: Children Researching Their Own Spaces and Places for Play.” Children Youth and Environments 15 (1): 27–53.), highlighting for us how they see themselves and their positions within the larger urban environment. The young children’s photographs depicted their growing autonomy and mobility within an urban context, attunements to non-human forms of the city, and knowledge of what it means to live in their communities.     

Kids,raccoons, and roos: awkward encounters and mixed affects

Within the Western cultural imaginary, child–animal relations are characteristically invoked with fond nostalgia and sentimentality. They are often represented as natural and innocent relations, thick with infantilizing and anthropomorphizing ‘cute’ emotions. Our multispecies ethnographic research – which is conducted in the everyday, lived common worlds of Australian and Canadian children and animals – reveals a very different political and emotional landscape. We find these embodied child–animal relations to be non-innocently entangled, fraught, and messy. In this article, we focus on some awkward encounters of mixed affect when kids and raccoons co-inhabit an urban forest setting in Vancouver, and when kids and kangaroos bodily encounter each other in a bush setting in Canberra. We trace the imbroglio of child–animal curiosities, warinesses, risks, inconveniences, revulsions, attachments, and confrontations at these sites as generative of new ethical logics.     

De Bow’s Revolution: The Memory of the American Revolution in the Politics of the Sectional Crisis, 1850–1861

In January 1861 editor James D.B. De Bow advocated the secession of southern states from the union as he proclaimed to his readers that white Southerners “are mainly the descendants of those who fought the battles of the Revolution, and who understand and appreciate the nature and inestimable value of the liberty which it brought.” While editors on both sides of the Sectional Crisis over slavery in the 1850s and 60s claimed to be “custodians of the legacy of 1776” as they used the American Revolution symbolically in their rhetoric. By focusing on De Bow’s Review, a widely read and influential journal during this fight, we can gain a better understanding of the specific terms by which Southerners were encouraged to think of themselves not as rebels but as guardians of “the true American character.”