Creating New Schools for Bradford’s ‘Factory Children’: Obstacles and Outcomes, 1836–1850

Industrialization brought extensive factory development to northern English counties during the early nineteenth century, with new cotton, wool and worsted mills that employed many child workers. By 1840, some 1800 children, aged less than thirteen, worked in mills across the widespread Bradford parish – mostly in the central townships and predominantly in the worsted trade. Under the 1833 Factory Act, these factory children were restricted to forty-eight hours work per week and were required to attend school two hours each day. Available school provision was often poor and ill-adapted to mill-working hours. After delays, diversions and sustained lobbying, new Bradford schools – under the auspices of the ‘National Schools Society’ but specially targeted on factory children – started to come into being, soon reaching an attendance of some 1000 children. One of these schools – in a new, hastily constructed, building – gained recognition as a ‘model factory school’. Despite the perceived deficiencies of the 1833 Act, despite opposition and despite recurrent difficulties over finance, the 1833 legislation gave ‘leverage’ that, in Bradford, generated a new pattern of schooling.     

Effects of mothers’ deaths on children’s schooling in Matlab subdistrict,Bangladesh

This quantitative analysis examines evidence for the impacts of mothers’ death on the schooling of their left-behind children (ages 6–17 years) in the Matlab Health and Demographic Surveillance System (HDSS) area of the International Centre for Diarrhoeal Disease Research, Bangladesh. The analysis compared the completed levels of primary and junior secondary schooling in 2005 (respectively Class 1 among ages 6–17, Class 5 among ages 12–17 and Class 7 among ages 15–17) of children whose mothers had died during 1982–2005 (from maternal and/or nonmaternal causes, and any cause) with the completed schooling of children of surviving mothers in 2005. The results, after controlling for selected socioeconomic variables, indicate that children whose mothers had died had lower completion of schooling levels, and that those children from poorer households fared worst.     

国外儿童独立活动性研究进展与启示

儿童独立活动性是衡量儿童自主活动能力的重要指标,提升儿童独立活动性对于增加儿童体力活动量、减少肥胖几率、促进社会交往等具有积极作用。本文梳理了国外学者对于儿童独立活动性的研究成果,介绍了儿童独立活动性的基本概念,从理论模型与实证研究两方面总结了儿童独立活动性的影响因素与作用机制,整理了其测量指标与具体方法,并归纳了相关实践研究。在此基础上,文章指出了现有研究在影响机制、测度方法以及理论向实践转化方面的不足,并提出了对我国的启示内容,以期为我国提供借鉴。     

From the School Yard to the Conservation Area: Impact Investment across the Nature/Social Divide

In the face of planetary crises, from inequality to biodiversity loss, “impact investing” has emerged as a vision for a new, “moral” financial system where investor dollars fund socio-environmental repair while simultaneously generating financial returns. In support of this system elite actors have formed a consensus that financial investments can have beneficial, more-than-financial outcomes aimed at solving social and environmental crises. Yet critical geographers have largely studied “green” and “social” finance separately. We propose, instead, a holistic geography of impact investing that highlights the common methods used in attempts to offset destructive investments with purportedly reparative ones. This involves interrogating how elite-led ideas of social and environmental progress are reflected in investments, as well as deconstructing the “objects” of impact investments. As examples, we use insights from both “green” and “social” literatures to analyse the social values embedded in projects of financialisation in schooling and affordable housing in the US.     

Reappraising Victorian Literacy through Prison Records

Since the Registrar General began to count the signatures and marks made by brides and grooms in parish registers across England in 1839, contemporaries and later historians have used this data to describe rates of literacy during the Victorian period. Evidence from the marriage registers only tells us about the literacy of the marrying population at any given point in time. Moreover, by distinguishing between those who could read and write and those who could not, the marriage registers have helped to draw an artificial line between those who were literate and the rest of the population, ignoring the large number of semi-literates who played an important role in a society progressing towards mass literacy. This article uses data collected on the separate skills of literacy and the experience of schooling of those men, women and children who passed through the criminal justice system between c.1840 and c.1870 in an attempt to reconstruct patterns of skills acquisition among the lower classes during the Victorian period. Not only does this evidence further dispel myths about the existence of a so-called ‘criminal class’ with specific characteristics in Victorian England, but, even more importantly, it shows that the path towards mass literacy was uneven, far less predictable than previously allowed, and often only loosely tied to developments in formal schooling.     

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.     

School holidays: examining childhood,gender norms,and kinship in children's shorter-term residential mobility in urban Zambia

This article discusses a practice of child residential mobility in Zambia that is frequently overlooked in migration studies and difficult to capture through standard survey methods: the practice of ‘going on holiday’ to the homes of relatives during breaks in the school term. Drawing on child-centered and quantitative research, this article examines the multiple dimensions of ‘going on holiday’ for children living in a low-income urban settlement in Lusaka. Findings suggest that the practice was gendered and may map onto changing norms in schooling in Zambia. Within a context where resources are severely constrained, going on holiday may serve as one means for cultivating reciprocity, sharing the burden of care and household labor, and strengthening kin ties. This work further demonstrates the importance of using locally meaningful terms and practices in survey research where general questions about children's mobility may fail to capture the nature and extent of children's movements.     

Responsible girls: the spatialized politics of feminine success and aspiration in a divided Silicon Valley,USA

This article offers a comparative ethnographic examination of working-class Latina and middle-class white girls' narratives of aspiration and expressions of self-cultivation in early twenty-first-century Silicon Valley, USA. I argue that such girls' subject-making statements of aspiration and gendered practices of self-cultivation reflect their emotively charged negotiations of race and class differentiated ideals of feminine success, their experience of school and community spaces inscribed by hierarchies of race, class, and gender, and shifting political-economic circumstances. Moreover, I maintain that such statements and practices reveal girls' engagements with an open-ended gendered dynamic of responsibilization.     

Bearing True Witness

Abstract

This research article analyzes the aspirations and likely outcomes of the Christian right in terms of educational policy in America. The main source of data for this analysis draws from 13 source-protected interviews with directors of state-level Christian right organizations. A semi-structured, elite interviewing approach was utilized. The qualitative data demonstrates that the American Christian right is divided, organizationally, between those who identify with Republican party politics versus those who approach the political process more independently. The author shows that for the Christian right, education is a peripheral issue rather than a central one. Consequently, the Christian right will likely be unable to turn its political objectives into actual policy gains in terms of public education.     

Competition or cooperation? Jewish day schools,synagogues and the (re)construction of young people’s Jewish identities in England

Diasporic synagogues have historically provided a number of educational and social functions. However, the growing popularity of state-funded Jewish schools in England necessitates analysis of these institutions’ changing roles and their implications for performances of Jewishness. Drawing upon interviews with rabbis, and interviews and focus groups with parents and students at a Jewish school, this article demonstrates three challenges for synagogues associated with the recent growth in Jewish day schooling: the instigation of instrumental attendance at services in order to secure a school place; and the co-option of synagogues’ traditional functions as both education and social centres. In the process, it illustrates how conceptualisations of Jewish identity are contested, resulting in discrepant attitudes towards Jewish education. Consequently, the article contributes to understandings of the spaces in which young people practise their Jewishness, and highlights the challenges for community leaders in ensuring that Jewish schools and synagogues cooperate rather than compete.