Advertisement

Hair Bows and Uniforms: Entangled Politics in Children’s Everyday Lives

  • Zsuzsa Millei
  • Nelli Piattoeva
  • Iveta Silova
  • Elena Aydarova
Chapter

Abstract

Official politics in children’s lives during socialism took various forms, ranging from school curriculum, youth organizations, and celebrations in everyday life. Drawing on current scholarship about children’s politics and our collective biography research, we explore the everydays of childhood—from mundane to ideological—to make visible the multiple ways in which our political agency emerged in particular spaces and times. Our memory stories are about hair bows as part of school uniform and the multiple roles they played in our being and becoming schoolgirls and political subjects. The emphasis is on how wearing (or not) a hair bow helped us work with/in or against the norms, as well as feeling the pain and desire to be or act otherwise.

References

  1. Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. Cambridge: Polity Press.Google Scholar
  2. Chatterjee, C., & Petrone, K. (2008). Models of selfhood and subjectivity. The Soviet case in historical perspective. Slavic Review, 67, 967–986.CrossRefGoogle Scholar
  3. Connell, B. (1987). Why the ‘political socialization’ paradigm failed and what should replace it. International Political Science Review, 8, 215–223.CrossRefGoogle Scholar
  4. Corrin, C. (1993). Magyar women: Hungarian women’s lives 1960s–1990s. London: St. Martin’s.Google Scholar
  5. Davies, B. (2000). (In)scribing body/landscape relations. Walnut Creek, CA: AltaMira Press.Google Scholar
  6. Davies, B., & Gannon, S. (2006). Doing collective biography: Investigating the production of subjectivity. Maidenhead: Open University Press.Google Scholar
  7. Davies, B., & Gannon, S. (2012). Collective biography and the entangled enlivening of being. International Review of Qualitative Research, 5, 357–376.Google Scholar
  8. Davies, B., Dormer, S., Gannon, S., Laws, C., Rocco, S., Taguchi, L. H., & McCann, H. (2001). Becoming schoolgirls: The ambivalent processes of subjectification. Gender and Education, 13, 167–182.CrossRefGoogle Scholar
  9. Dussel, I. (2005). When appearances are not deceptive. A comparative history of school uniforms in Argentina and the United States. Paedagogica Historica: International Journal of the History of Education, 41, 179–195.CrossRefGoogle Scholar
  10. Foucault, M. (1977). Discipline and punish: The birth of the prison. London: Penguin.Google Scholar
  11. Foucault, M. (1994). Foucault, Michel 1926-(C. Porter, Trans.). In G. Gutting (Ed.), The Cambridge companion to Foucault (pp. 314–319). Cambridge: Cambridge University Press.Google Scholar
  12. Géczi, J. (2010). Sajtó, kép, neveléstörténet: Tanulmányok [Media, picture, history of education: Studies]. Veszprém and Budapest, Hungary: Iskolakultúra.Google Scholar
  13. Gonick, M., & Gannon, S. (2014). Becoming girl: Collective biography and the production of girlhood. Toronto, ON: Women’s Press.Google Scholar
  14. Janmaat, J. G., & Piattoeva, N. (2007). Citizenship education in Ukraine and Russia: Reconciling nation-building and active citizenship. Comparative Education, 43, 527–552.CrossRefGoogle Scholar
  15. Kallio, P. K. (2014). Rethinking spatial socialisation as a dynamic and relational process of political becoming. Global Studies of Childhood, 4(3), 210–223.CrossRefGoogle Scholar
  16. Kallio, K. P., & Häkli, J. (2011). Are there politics in childhood? Space & Polity, 15, 21–34.CrossRefGoogle Scholar
  17. Kamler, B. (1994). Shaping up nicely: The formation of schoolgirls and schoolboys in the first month of school: A report to the gender equity and curriculum reform project, department of employment, education and training. Canberra, ACT: Australian Government Publication Service.Google Scholar
  18. Kelly, C. (2007). Children’s world: Growing up in Russia, 1890–1991. New Haven, CT: Yale University.Google Scholar
  19. Kofoed, J. (2008). Appropriate pupilness: Social categories intersecting in school. Childhood, 15, 415–430.CrossRefGoogle Scholar
  20. Lampland, M. (1996). The object of labor: Commodification in socialist Hungary. Chicago, IL: University of Chicago Press.Google Scholar
  21. Latour, B. (2007 [2005]). Reassembling the social. An introduction to actor-network-theory. Oxford: Oxford University Press.Google Scholar
  22. Mead, M. A., & Silova, I. (2013). Literacies of (post)socialist childhood: Alternative readings of socialist upbringings and neoliberal regimes. Globalization, Societies, Education, 11, 194–222.CrossRefGoogle Scholar
  23. Meadmore, D., & Symes, C. (1997). Keeping up appearances: Uniform policy for school diversity? British Journal of Educational Studies, 45, 174–186.CrossRefGoogle Scholar
  24. Millei, Z. (2011). Governing through the early childhood curriculum, ‘the child’, and ‘community’: Ideologies of socialist Hungary and neoliberal Australia. European Education, 43, 33–55.CrossRefGoogle Scholar
  25. Millei, Z., & Imre, R. (2010) Re-thinking transition through ideas of ‘community’ in Hungarian kindergarten curriculum. In I. Silova (Ed.), Post-socialism is not dead: (Re)reading the global in comparative education. International Perspectives on Education and Society. (pp. 125–154). Bingley, UK: Emerald.Google Scholar
  26. Millei, Z., & Petersen, B. E. (2015). Complicating ‘student behaviour’: Exploring the discursive constitution of ‘learner subjectivities’. Emotional & Behavioural Difficulties, 20(1), 20–34.CrossRefGoogle Scholar
  27. Mol, A. (2010). Actor-network theory: Sensitive terms and enduring tensions. Kolner Zeitschrift fur Soziologie und Sozialpsychologie, 50, 253–269.Google Scholar
  28. Noviye Izvestiia. (2013). Bantiki dlya Samanti [Bows for Samatha]. Retrieved from http://www.newizv.ru/society/2013-07-12/185501-bantiki-dlja-samanty.html
  29. Philo, C., & Smith, F. M. (2003). Guest editorial: Political geographies of children and young people. Space and Polity, 7(2), 99–115.CrossRefGoogle Scholar
  30. Silova, I. (2010). Rediscovering post-socialism in comparative education. In I. Silova (Ed.), Post-socialism is not dead: (Re)reading the global in comparative education (pp. 1–24). Bingley, UK: Emerald.CrossRefGoogle Scholar
  31. Skelton, T. (2010). Taking young people as political actors seriously: Opening the borders of political geography. Area, 42, 145–151.CrossRefGoogle Scholar
  32. Skelton, T. (2013). Young people, children, politics and space: A decade of youthful political geography scholarship 2003–13. Space & Polity, 17(1), 123–136.CrossRefGoogle Scholar
  33. Taylor, C. (1989). Sources of the self: The making of the modern identity. Cambridge, MA: Harvard University Press.Google Scholar
  34. Valuch, T. (2002). Fashionably and well dressed: Some characteristics of city wear and fashion the 1970–80’s Hungary. Journal of Social History, 10, 71–95.Google Scholar
  35. Webber, S. (2000). School, reform and society in the New Russia. Basingstoke: Macmillan.CrossRefGoogle Scholar
  36. Yurchak, A. (1997). The cynical reason of late socialism: Power, pretense and the anekdot. Public Culture, 9, 161–188.CrossRefGoogle Scholar
  37. Yurchak, A. (2005). Everything was forever, until it was no more: The last Soviet generation. Princeton: Princeton University Press.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Zsuzsa Millei
    • 1
  • Nelli Piattoeva
    • 2
  • Iveta Silova
    • 3
  • Elena Aydarova
    • 4
  1. 1.Institute for Advanced Social ResearchUniversity of TampereTampereFinland
  2. 2.Faculty of EducationUniversity of TampereTampereFinland
  3. 3.Mary Lou Fulton Teachers CollegeArizona State UniversityTempeUSA
  4. 4.Auburn UniversityAuburnUSA

Personalised recommendations