Advertisement

Word Children

Chapter

Abstract

As we edge into the twenty-first century two academic disciplines (within the English-speaking world at least) have gained a dominant hold upon professional practice and social policy towards children — Psychology and Education. Elsewhere1 we have adopted the term ‘developmentalism’ for the conceptualization of childhood which currently dominates mainstream theorizing within Psychology and Education. It is their theories about childhood, especially their theories about child development, which inform our current ideas about: what constitutes ‘good practice’ in child care and child rearing; how children should be educated and prepared for adult life; the social policies that should be taken towards children and their families, and the services which should be provided to safeguard and promote children’s welfare.

Keywords

Sexual Abuse Child Welfare Child Sexual Abuse Child Protection Practical Reality 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Notes

  1. 1.
    R. Stainton Rogers & W. Stainton Rogers, Stories of Childhood: Shifting Agendas of Child Concern (Hemel Hempstead: Harvester-Wheatsheaf, 1992).Google Scholar
  2. 3.
    R. Stainton Rogers, P. Stenner, K. Gleeson, and W. Stainton Rogers, Social Psychology: A Critical Agenda (Cambridge: Polity, 1995).Google Scholar
  3. 4.
    R. Rorty, Philosophy and the Mirror of Nature (Oxford: Basil Blackwell, 1980).Google Scholar
  4. 5.
    P. Ariès, Centuries of Childhood (Harmondsworth: Penguin (orig. publ. 1962), 1973).Google Scholar
  5. 7.
    L. de Mause (ed.), The History of Childhood (London: Souvenir Press, 1976).Google Scholar
  6. 8.
    M. Hoyles (ed.), Changing Childhood (London: Readers and Writers Press, 1979).Google Scholar
  7. 9.
    M. Foucault, The History of Sexuality, Volume One: An Introduction (Harmondsworth: Penguin (first published in French 1976), 1980).Google Scholar
  8. 10.
    J. Derrida, Of Grammatology (Baltimore, Md.: John Hopkins University Press, 1976), p. 158.Google Scholar
  9. 11.
    E. Burman, Deconstructing Developmental Psychology (London: Routledge, 1994).Google Scholar
  10. 12.
    J. Morss, The Biologising of Childhood (Hove: Lawrence Erlbaum, 1990).Google Scholar
  11. 14.
    C. Griffin, Representations of Youth (Cambridge: Polity, 1993).Google Scholar
  12. 15.
    R. Stainton Rogers & W. Stainton Rogers, ‘Does Critical Social Psychology Mean the End of the World?’ in T. Ibáñez & L. Íñiguez (eds), Critical Social Psychology (London: Sage, 1997).Google Scholar
  13. 16.
    Here we were writing as contributors to: B. Curt, Textuality and Tectonics (Buckingham: Open University Press, 1992). Beryl Curt is a thoroughly postmodern author, having congenital acorporality and living only through her text.Google Scholar
  14. 17.
    W. Stainton Rogers & J. Roche, Children’s Welfare and Children’s Rights (London: Hodder and Stoughton, 1994), p. 128.Google Scholar
  15. 18.
    Cf. N. Lee, Stabilising Child Protection: A Social Psychology of Co-Operation (Unpublished Doctoral Dissertation, University of Reading, 1997).Google Scholar
  16. 20.
    This term has been introduced by Andersen in: M. L. Andersen, ‘The Many and Varied Social Constructions of Intelligence’ in T.R. Sarbin & J.I. Kituse (eds), Constructing the Social (London: Sage, 1994).Google Scholar
  17. 21.
    This argument is further developed in: W. Stainton Rogers, Explaining Health and Illness (Hemel Hempstead: Harvester-Wheatsheaf, 1991).Google Scholar
  18. 23.
    The notion of transdisciplinarity as opposed to interdisciplinarity is developed in: R. Stainton Rogers & W. Stainton Rogers, ‘The Iatrogenic Diseases of the Modern Academy: A Case for Transmodern Treatment?’ Paper presented at the International Transdisciplinary Conference: Discourse — Intellectuals — Social Communication, Bratislava, July 1996.Google Scholar
  19. 24.
    Cf. G. Deleuze, and F. Guattari, A Thousand Plateaus: Capitalism and Schizophrenia (London: The Athlone Press, 1992).Google Scholar
  20. 25.
    I. Murdoch, A Word Child (London: Chatto & Windus, 1975).Google Scholar
  21. 27.
    R. Stainton Rogers, ‘Q Methodology’ in J. A. Smith, R. Harré & L.V. Langenhove (eds.), Rethinking Methods in Psychology (London: Sage, 1995).Google Scholar
  22. 29.
    M. Amis, London Fields (London: Jonathan Cape, 1989).Google Scholar
  23. 30.
    J. Moffett, Pennterra (Toronto: Beaverbrooks, 1987).Google Scholar
  24. 32.
    R. Stainton Rogers, ‘The Social Construction of Childhood’ in W. Stainton Rogers, D. Hevey, J. Roche and E. Ash (eds), Child Abuse and Neglect: Facing the Challenge (London: Batsford, 1992).Google Scholar

Copyright information

© Palgrave Macmillan, a division of Macmillan Publishers Limited 1998

Authors and Affiliations

There are no affiliations available

Personalised recommendations