Hillel's book continued
Now that I've written a bunch on my thoughts about SRCD symposia... i can keep reading the book! it's already 1pm and I'm so sleepy, but luckily i explored the office and found the water cooler, so at least i can quench my thirst. (the other exciting little thing this morning is that i sent in a 'summer song' request to FUV and they played it!! Walking in the Sun -- the Jayhawks).
ok, time to read.
Chapter 9: The child as agent in family life. Leon Kuczynski & Susan Lollis
devp psych: lenses of devp and socialization suggest children incomplete and becoming
"Neglected has been the lens of children as 'being'--the lived experiences of children in their everyday lives, family dynamics, and relationships as understood by children from their own perspective." p.197
put children's agency in larger conceptual framework: bilateral model of parent-child relations
-bidirectional influence in family
-agency of parent and child
-dynamic of power asymmetries in parent0cgukd relations
all must be understood in intimate, enduring, interdependent context of parent-child relationship, and that must be understood in context of culture.
concept of agency: all individuals are agents, universal, but ppl "differ in the extent to which their practice of agency is supported by resources or power" p.200
components of agency:
1. autonomy: motivational aspect. includes self-determination (motive to achieve personal control over interactions with environment) and self-preservation (motive to preserve self from excessive control by others)
interesting concept from Goffman: secondary adjustment: private resistance to institutional control in small everyday acts while conforming to the big picture of institutional control, sometimes institutions will allow secondary adjustments to prevent larger rebellion--similar to parents accepting some forms of children's autonomy. comment that the study of children's agency must include oppressed children: Alanen (1990) "it is methodologically wrong for researchers to consider children as passive objects or victims no matter how much children appear to be victims in their real-life situations" p.20 quoted on p.205
2. construction: cognitive aspect: capacity of children to create new meanings from interactions with environments. Lawrence & Valsiner 1993: internalization-cognitive processing as children attempt to understand social envir in terms of personal experiences and ways of knowing; externalization-further processing as children act on what they know--> externalization 'reintroduces the products of internalization into the sphere of social transaction' p.288 quoted on p.207.
Corsaro 1997: interpretive reproduction: process of appropriation (children use elements of adult culture for their own purposes), reinvention, and reproduction--> children creative and active, introduce novelty and change. emphasis on peers--children collaborate in peer culture, separate source of cultural knowledge and practices, rework adult knowledge
3. action: behavioural aspect: temperament (Scarr's passive, evocative, selective mechanisms); strategic action: "children issue commands and suggestions to parents with expectations of parental compliance. They actively resist intrustions on their autonomy. They use reasoning, question parental actions, and negotiate compromises with their parents." p.211
parent-child relations most often marked by co-regulation, mutual conflict and cooperation.
-accomodation: child acknowledges parent, willing to coordinate plans with parent's wishes, or to negotiate alternative
-negotiation: children develop strategies over time, become more assertive and skilful in expressing resistance
their research: watch parents interacting simultanously with two of their children
Chapter 10: Childhood's ends. John Willinsky.
"Although she wisely advises caustion over making claims about children using the lens of literature as a guide, we are all at a remove from this experience, all working in the realm of childhood represented out of adult interests. With literature, at least, there is no epistmological dilemma over the adequacy of the warrants we possess in claiming to possess this or that knowledge of children." p.230
nice sentence! goes on to explore when literature is useful and useless in studying childhood--says it is useful as far as literature frames how children make sense of themselves as children, as they are exposed to children's lit so early on. "It provides a means of reflecting on, as well as judging, just how the world works, which the helter skelter activity of the day may not otherwise afford" p.232
"What we can learn from literature, no less than from research, is truly *about* the child in the sense that it affects children's experiences, and hte stories they hear as well as shaping the structuring of their days." p.233
[[THOUGHT: CHECK OUT: James Scott 1990: Domination and the Arts of Resistance. concept of everyday resistance to oppression]]
ok, time to read.
Chapter 9: The child as agent in family life. Leon Kuczynski & Susan Lollis
devp psych: lenses of devp and socialization suggest children incomplete and becoming
"Neglected has been the lens of children as 'being'--the lived experiences of children in their everyday lives, family dynamics, and relationships as understood by children from their own perspective." p.197
put children's agency in larger conceptual framework: bilateral model of parent-child relations
-bidirectional influence in family
-agency of parent and child
-dynamic of power asymmetries in parent0cgukd relations
all must be understood in intimate, enduring, interdependent context of parent-child relationship, and that must be understood in context of culture.
concept of agency: all individuals are agents, universal, but ppl "differ in the extent to which their practice of agency is supported by resources or power" p.200
components of agency:
1. autonomy: motivational aspect. includes self-determination (motive to achieve personal control over interactions with environment) and self-preservation (motive to preserve self from excessive control by others)
interesting concept from Goffman: secondary adjustment: private resistance to institutional control in small everyday acts while conforming to the big picture of institutional control, sometimes institutions will allow secondary adjustments to prevent larger rebellion--similar to parents accepting some forms of children's autonomy. comment that the study of children's agency must include oppressed children: Alanen (1990) "it is methodologically wrong for researchers to consider children as passive objects or victims no matter how much children appear to be victims in their real-life situations" p.20 quoted on p.205
2. construction: cognitive aspect: capacity of children to create new meanings from interactions with environments. Lawrence & Valsiner 1993: internalization-cognitive processing as children attempt to understand social envir in terms of personal experiences and ways of knowing; externalization-further processing as children act on what they know--> externalization 'reintroduces the products of internalization into the sphere of social transaction' p.288 quoted on p.207.
Corsaro 1997: interpretive reproduction: process of appropriation (children use elements of adult culture for their own purposes), reinvention, and reproduction--> children creative and active, introduce novelty and change. emphasis on peers--children collaborate in peer culture, separate source of cultural knowledge and practices, rework adult knowledge
3. action: behavioural aspect: temperament (Scarr's passive, evocative, selective mechanisms); strategic action: "children issue commands and suggestions to parents with expectations of parental compliance. They actively resist intrustions on their autonomy. They use reasoning, question parental actions, and negotiate compromises with their parents." p.211
parent-child relations most often marked by co-regulation, mutual conflict and cooperation.
-accomodation: child acknowledges parent, willing to coordinate plans with parent's wishes, or to negotiate alternative
-negotiation: children develop strategies over time, become more assertive and skilful in expressing resistance
their research: watch parents interacting simultanously with two of their children
Chapter 10: Childhood's ends. John Willinsky.
"Although she wisely advises caustion over making claims about children using the lens of literature as a guide, we are all at a remove from this experience, all working in the realm of childhood represented out of adult interests. With literature, at least, there is no epistmological dilemma over the adequacy of the warrants we possess in claiming to possess this or that knowledge of children." p.230
nice sentence! goes on to explore when literature is useful and useless in studying childhood--says it is useful as far as literature frames how children make sense of themselves as children, as they are exposed to children's lit so early on. "It provides a means of reflecting on, as well as judging, just how the world works, which the helter skelter activity of the day may not otherwise afford" p.232
"What we can learn from literature, no less than from research, is truly *about* the child in the sense that it affects children's experiences, and hte stories they hear as well as shaping the structuring of their days." p.233
[[THOUGHT: CHECK OUT: James Scott 1990: Domination and the Arts of Resistance. concept of everyday resistance to oppression]]