Most people associate concentration camps with Nazi Germany. Behind Barbed Wire examines how these notorious World War II camps actually reflected a previous use of the system, a system that began almost a century earlier. In truth, Adolf Hitler had studied the American Indian Reservations as he plotted his regime's attack on European Jews and other minorities. Remarkably, in the years between the reservations and the Nazi camps, the United States, along with several other Western powers, implemented concentration camps throughout the globe, each instance employing more and more barbaric measures with harsher and harsher outcomes. Behind Barbed Wire explains how these nations dubiously justified camp operations by citing military counterinsurgency tactics, containment policies, and simply the ability to prosecute war more easily. This brief history addresses the subliminal reasons for relocating hundreds of thousands of civilians, why the system became so prevalent, and how concentration camps existed under the cover of armed conflict. It argues that, most often, camps can be facilitated only under the guise of war. Anyone with an interest in military history, World War II, concentration camps, and the plight of the Jews will discover how all these topics converge into a compelling story of war, bigotry, and military might. Behind Barbed Wire also sheds light on the concentration camp systems that have been employed since the fall of the Nazi dictatorship. With current geopolitical issues focusing on elitism, xenophobia, deplorables, terrorism, and military necessity, this book offers some understanding about the unintended consequences of policy.
This highly engaging and easy-to-read introductory text is tailored to meet the needs of early childhood studies students. It includes practical examples of research with and about young children, and encourages an interactive approach from the reader. By offering clear guidance on research methods, as well as advice on how to develop skills as a researcher, the book takes students step-by-step through the process of doing a research project.
Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process? Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility. This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.
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