Children, Youth and Development

Ansell, Nicola

doi:10.4324/9780203644041

Cited by 61 publications

(70 citation statements)

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“…That is, children are seen as having a need for protection, as vulnerable and passive recipients of the care and affection of adults, while the adolescents are seen as obstinate, with risky and unstable behaviours (Ansell, 2005) that need to be educated, structured and controlled. The characterisation of residential care in a more negative fashion as regards children rather than youths reinforces to a large extent this conception of the child as more vulnerable and dependent of familiar affection.…”

Section: Discussionmentioning

confidence: 99%

Social images of residential care: How children, youth and residential care institutions are portrayed?

Calheiros

Garrido

Lopes

et al. 2015

Children and Youth Services Review

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Section: Discussionmentioning

confidence: 99%

Social images of residential care: How children, youth and residential care institutions are portrayed?

Calheiros

Garrido

Lopes

et al. 2015

Children and Youth Services Review

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“…Chrisman & Kleinman, 1983) and how a family's practices can flexibly traverse these various sectors (cf. Ansell, 2005;Boyden, 2000). Data from this case are drawn from visits with the family over the course of slightly more than a year and we present three mini-cases utilizing these data.…”

Section: Case 2 -Biqila Gamadamentioning

confidence: 95%

‘She Has to Drink Blood of the Snake’: Culture and prior knowledge in science|health education

Bricker

Reeve

Bell

2014

International Journal of Science Education

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In this analysis, we argue that science education should attend more deeply to youths' cultural resources and practices (e.g. material, social, and intellectual). Inherent in our argument is a call for revisiting conceptions of 'prior knowledge' to theorize how people make sense of the complex ecologies of experience, ideas, and cultural practices that undergird any learning moment. We illustrate our argument using examples from the domain of personal health, chosen because of its tremendous societal impact and its significant areas of overlap with biology, chemistry, physics, and other scientific disciplines taught as core subjects in schools. Using data from a team ethnography of young people's science and technology learning across settings and over developmental timescales, we highlight two youths' experiences and understandings related to personal health, and how those experiences and understandings influenced the youths' sensemaking about the natural world. We then discuss the implications of our argument for science education.

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“…As a result, the children have found ways of negotiating their marginality through everyday interaction with the public as well as alms-givers. The study demonstrates that although the responsibility for such children's proper upbringing (and the lack of it) is attributed to individual dysfunction or pathology (Ansell, 2005), structural forces, historical processes, as well as broad economic contexts crucially shape the kind of livelihoods they and their families take part in.…”

Section: Discussionmentioning

confidence: 96%

“…'Domesticity', 'dependency' and 'protection' constitute the core ideology of both 'modern childhoods' and what Boyden (1998: 191) regards as the 'global model' that is idealised and selectively exported to the Third World through research, popular media and the works of charitable organisations (Ansell, 2005). By being present in public spaces, children working on streets contradict normative views that childhood should be a work-free and a care-receiving phase of the life course (Ennew, 2002;Ansell, 2005). Similarly, by living outside home, street children are believed to be 'out of place' and breaking fundamental norms deemed 'natural' for child development, namely nuclear families and households (Ennew, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…From cross-cultural research points of view, working and street childhoods contradict what it means to be a child in the modern era. 'Domesticity', 'dependency' and 'protection' constitute the core ideology of both 'modern childhoods' and what Boyden (1998: 191) regards as the 'global model' that is idealised and selectively exported to the Third World through research, popular media and the works of charitable organisations (Ansell, 2005). By being present in public spaces, children working on streets contradict normative views that childhood should be a work-free and a care-receiving phase of the life course (Ennew, 2002;Ansell, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Begging as a Livelihood Pathway of Street Children in Addis Ababa

Abebe¹

2009

Forum for Development Studies

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Tatek AbebeThis article explores the working lives of street children in Addis Ababa, focusing in ~~~t d~~t~~~l particular on an analysis of begging. Based on participatory research approaches, it discusses the social and economic significance of begging for impoverished children,Research Fellow* documenting what they beg for, how and why, as well as what they think about their Norwegian Centre involvement in the activity. It is argued that although begging is a way of life that some for child ~~~~~~~h , children have followed since early childhood, for others it is merely a pastime activity, and a temporary survival strategy from which they will eventually 'move on'. The Trondheim practice of begging is complex and fluid, largely depending on the changing nature of children's livelihood pathways, economic capacity, and relations with both the public and their families. Many children view begging as a shameful activity that they would prefer to avoid if they had alternatives. However, a large majority also consider it as a central part of their lives -as 'work'-through which they can fulfil the expectations of their parents and share responsibilities as members of their household. The conclusion is that interventions to improve the livelihoods of these children need to take more seriously the structural constraints of poverty and exclusion, as well as children's mobility. transient experiences, and social skills.

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Children, Youth and Development

Cited by 61 publications

References 0 publications

Social images of residential care: How children, youth and residential care institutions are portrayed?

Social images of residential care: How children, youth and residential care institutions are portrayed?

‘She Has to Drink Blood of the Snake’: Culture and prior knowledge in science|health education

Begging as a Livelihood Pathway of Street Children in Addis Ababa

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