Bøger i Rutgers Series in Childhood Studies serien

In the aftermath of armed conflict, how do new generations of young people learn about peace, justice, and democracy? Michelle J. Bellino describes how, following Guatemala's civil war, adolescents at four schools in urban and rural communities learn about their country's history of authoritarianism and develop civic identities within a fragile postwar democracy.

In industrialized democracies, a broad consensus developed that children should not work, but rather learn and play in settings designed and built with these specific purposes in mind. Here, the authors extract common threads in children's understandings of their material worlds, and show how the experience of modernity varies for young people.

Today, approximately 1.6 million American children live in what social scientists call ""grandfamilies" - households in which children are being raised by their grandparents. In You've Always Been There for Me, Rachel Dunifon uses data gathered from grandfamilies in New York to analyse their unique strengths and distinct needs.

Shows the social world of inner city African American girls and how they manage threats of personal violence. This title presents an account of how African American girls negotiate schools and neighborhoods governed by the so-called 'code of the street' - the form of street justice that governs violence in distressed urban areas.

Focuses on the girls' experiences of violence and the inequities of the criminal justice system. Offering a critical assessment of what she describes as a gender-insensitive juvenile justice system, the author takes us inside female detention centers and explores the worlds of those who are incarcerated.

The author's 46 interviews with the families of children with chronic illness gives an understanding of how the children comprehend their illnesses and how parents struggle daily to care for their kids while trying to give them a ""normal"" childhood.

Draws on the author's daily observations of working children in Hanoi and argues that the youngsters are misunderstood by the majority of agencies that seek to support them. Looking at the experiences of children in contemporary Vietnam, she provides an analysis of how internationally led human rights agendas are often received on the local level.

This text takes the reader inside children's classrooms and reveals the lessons about race that are communicated there, both implicitly and explicitly. It examines how ideas about race and racial inequality take shape and are passed along in the classroom and schoolyard.

Examines the theme of children in major religions of the world. This volume addresses a range of topics, from the sanctity of birth to a child's relationship to evil, showing that issues regarding children are central to understanding world religions and raising significant questions about our own conceptions of children.

Cosmopolitanism - the genuine appreciation of cultural and racial diversity - is often associated with adult worldliness and sophistication. Yet, as this innovative new book suggests, children growing up in multicultural environments might be the most cosmopolitan group of all.

In Zambia, due to the rise of TB and the connected HIV epidemic, a large number of children have experienced the illness or death of at least one parent. This study examines how well intentioned practitioners fail to realise that children take on active caregiving roles when their guardians become seriously ill and demonstrates why understanding children's care is crucial for global health policy.

Explores how ex-combatants and other post-war youth negotiated a depleted and difficult social and cultural landscape in the years following Liberia's fourteen-year bloody civil war. Unlike others who study child soldiers, Abby Hardgrove's ethnography looks at both former combatants and also the youth who were not recruited to fight.

Armies of the Young argues against the assumption that child soldiers are simply a hideous manifestation of adult criminal exploitation. Using specific examples it shows how children are not always passive victims, but often make rational decisions that the one thing worse than fighting is not fighting. It urges a reconsideration of the issue.