A vital interrogation of the internationally accepted policy and practice consensus that intervention to shape parenting in the early years is the way to prevent disadvantage. Given the divisive assumptions and essentialist ideas behind early years intervention, in whose interests does it really serve? This book critically assesses assertions that the ‘wrong type of parenting’ has biological and cultural effects, stunting babies’ brain development and leading to a life of poverty and under-achievement. It shows how early intervention policies underpinned by interpretations of brain science perpetuate gendered, classed and raced inequalities. The exploration of future directions will be welcomed by those looking for a positive, collectivist vision of the future that addresses the real underlying issues in the creation of disadvantage.
While debates rage about educational inequality and the best way to tackle attainment gaps, a pervasive form of in-school segregation is going largely unremarked upon. Internal behaviour support units have become common fixtures in British schools. Young people may be removed from mainstream classrooms for weeks, months or even years to undergo rehabilitative programmes that incur little monitoring or oversight. This original book is the first to provide a detailed insight into the politics and practices of internal school exclusion, highlighted through the experiences of the young people attending the units. Ambitious in its scope, it draws on intensive ethnographic research with pupils, their teachers and parents to address broad questions around social justice, equal opportunities and institutional racism. It will appeal to students, researchers and practitioners in education, social policy, sociology and beyond.
It is generally believed that most of the matter in the universe is dark, i.e. cannot be detected from the light which it emits (or fails to emit). Its presence is inferred indirectly from the motions of astronomical objects, specifically stellar, galactic, and galaxy cluster/supercluster observations. It is also required in order to enable gravity to amplify the small fluctuations in the cosmic microwave background enough to form the large-scale structures that we see in the universe today. For each of the stellar, galactic, and galaxy cluster/supercluster observations the basic principle is that if we measure velocities in some region, then there has to be enough mass there for gravity to stop all the objects flying apart. Dark matter has important consequences for the evolution of the universe and the structure within it. According to general relativity, the universe must conform to one of three possible types: open, flat, or closed. The total amount of mass and energy in the universe determines which of the three possibilities applies to the universe. In the case of an open universe, the total mass and energy density (denoted by the Greek letter Ù) is less than unity. If the universe is closed, Ù is greater than unity. For the case where Ù is exactly equal to one the universe is "flat". This new book details leading-edge research from around the globe.
Born into the famous family of piano makers, Lucy Broadwood (1858-1929) became one of the chief collectors and scholars of the first English folk music revival in the late nineteenth and early twentieth centuries. Privately educated and trained as a classical musician and singer, she was inspired by her uncle to collect local song from her native Sussex. The desire to rescue folk song from an aging population led to the foundation of the Folk Song Society, of which she was a founder member. Mentor to younger collectors such as Percy Grainger but often at loggerheads with fellow collector Cecil Sharp and the young Ralph Vaughan Williams, she eventually ventured into Ireland and Scotland, while remaining an eclectic contributor and editor of the Society’s Journal, which became a flagship for scholarly publication of folksong. She also published arrangements of folk songs and her own compositions which attracted the attention of singers such as Harry Plunket Greene. Using an array of primary sources including the diaries Broadwood kept throughout her adult life, Dorothy de Val provides a lively biography which sheds new light on her early years and chronicles her later busy social, artistic and musical life while acknowledging the underlying vulnerability of single women at this time. Her account reveals an intelligent, generous though reserved woman who, with the help of her friends, emerged from the constraints of a Victorian upbringing to meet the challenges of the modern world.
A narrative of the remarkable life of polymath Val ffrench Blake If the word polymath is defined as a "person of varied learning" then Val ffrench Blake surely qualifies. In this book he writes with refreshing candor and insight about his family, Eton in the 1920s, Sandhurst and the life of a cavalry officer in 1930's India, and his subsequent participation in World War II. Blake's post–war life was no less interesting—he helped reestablish a forward–thinking syllabus at Sandhurst, left the Army to farm, and was immensely involved in the horse world.
This fully updated new edition offers a comprehensive, accessible, yet rigorous introduction to the study of Early Childhood that will will add value to any Early Childhood Studies course at both foundation and degree level. Addressing both care and education in the Early Years, the book considers a range of multi-disciplinary aspects of Early Childhood; including health, social, educational, psychological and sociological perspectives. Early Childhood Studies engages the reader by providing real-world examples that underpin theoretical perspectives and bring examples to life, while encouraging practitioners to engage in reflective practice by considering their own similar experiences. Key features include: Engaging activities and case studies that bring theory to life Cutting-edge research Practical tasks and advice with points for further reading End of chapter summaries, Reflective Tasks and Study Skills boxes in each chapter Full colour illustrations throughout This core introductory textbook is an indispensable resource for Early Years’ students and professionals, whatever their level of expertise or experience.
This book goes to the heart of academic, political and popular debates, as well as professional concerns, about the nature of contemporary family life and parenting. Families are widely discussed in western societies as breaking down or as radically changing, with step-families in particular seen as evidence of such trends. In one of the first British in-depth sociological research studies for over two decades, this book provide evidence of parents' and step-parents' own understandings and experiences of their parenting in step-families. It addresses questions such as: What does it mean to be a family? Do people in step-families see themselves as making a different kind of family? Is individual happiness in a couple relationship prioritised at the expense of responsibilities towards children? Can a step-parent ever be regarded as the same as a biological mother or father? What do people in step-families do to try to make step-family life work? The book looks at how people create, understand and experience their parenting and family lives. It reveals how these understandings are rooted in a strong sense of moral responsibility, but that what such responsibility constitutes varies according to gender and social class. In particular, it draws out key theoretical implications for understanding the nature of morality, fairness and justice, and questions ideas about individualisation and the democratisation of family life. This book will be essential reading for those concerned with the study of contemporary family lives, including sociologists, social policy analysts, family therapists, professionals and practitioners. It is also relevant to those interested in contemporary morality and everyday experiences.
Drawing on the voices and experiences of the working class mothers who are frequently treated by the tabloids as a threat to civilisation, this book examines how such mothers make sense of their lives with their children and families.
“... after reading [the] first-person accounts in this book I feel as if someone has opened a door and let me in, helped me see ‘what it was really like.’ This book magically allows me to feel I was there for all of it. It will do the same for you.” — Catherine Ryan Hyde, author, Pay It Forward “A delightfully inspirational book about the power of a small band of people to make a big difference. Read it and help our world become a better place.” — Robin Sharma, author, The Monk Who Sold His Ferrari and The Saint, The Surfer and The CEO “Virtual angels.”—Elle This candid and inspirational account of the numerous acts of kindness performed by the Kindness Crew provides readers with ways to start their own kindness movement by showing them how to put the kindness philosophy into action. The crew explores cross-cultural, cross-generational, and corporate kindness as well as the power of one, kindness on the street, and extreme acts of kindness. The Extreme Kindness Tour shares heartwarming stories, testimonials, and photographs. An extensive resources section contains lists of recommended books, websites, and activities for people looking to start or join a kindness movement in their own community.
Successive moral panics have cast poor or socially excluded mothers - associated with social problems as diverse as crime, underachievement, unemployment and mental illness - as bad mothers. Their mothering practices are held up as the antithesis of good parenting and are associated with poor outcomes for children. Marginalised Mothers provides a detailed and much-needed insight into the lived experience of mothers who are frequently the focus of public concern and intervention, yet all too often have their voices and experiences overlooked. The book explores how they make sense of their lives with their children and families, position themselves within a context of inequality and vulnerability, and resist, subvert and survive material and social marginalisation. This controversial text uses qualitative data from a selection of working class mothers to highlight the opportunities and choices they face and to expose the middle class assumptions that ground much contemporary family policy. It will be of interest to students and researchers in sociology, social work and social policy, as well as social workers and policymakers.
So often, the ills of society are blamed on negligent parenting, leading to the development of social service policies built around the concept of early intervention. Interrogating this concept, this book explores the history of our understanding of children, family, and parenting, and its implications for society. With a particular focus on the intersection of brain science and social policy, the authors challenge our long-held consensus on early intervention. Accessibly written and highly topical, Challenging the Politics of Early Intervention is a comprehensive and critical assay of our contemporary belief that so-called bad parents raise substandard future citizens unfit for the new capitalism.
This book goes to the heart of academic, political and popular debates, as well as professional concerns, about the nature of contemporary family life and parenting. Families are widely discussed in western societies as breaking down or as radically changing, with step-families in particular seen as evidence of such trends. In one of the first British in-depth sociological research studies for over two decades, this book provide evidence of parents' and step-parents' own understandings and experiences of their parenting in step-families. It addresses questions such as: What does it mean to be a family? Do people in step-families see themselves as making a different kind of family? Is individual happiness in a couple relationship prioritised at the expense of responsibilities towards children? Can a step-parent ever be regarded as the same as a biological mother or father? What do people in step-families do to try to make step-family life work? The book looks at how people create, understand and experience their parenting and family lives. It reveals how these understandings are rooted in a strong sense of moral responsibility, but that what such responsibility constitutes varies according to gender and social class. In particular, it draws out key theoretical implications for understanding the nature of morality, fairness and justice, and questions ideas about individualisation and the democratisation of family life. This book will be essential reading for those concerned with the study of contemporary family lives, including sociologists, social policy analysts, family therapists, professionals and practitioners. It is also relevant to those interested in contemporary morality and everyday experiences.
In recent years, a little-noted policy has dramatically transformed--for the worse--the experience of schooling in the United Kingdom for a large number of young people. Internal behavior support units, which ostensibly serve to help manage and improve problematic behavior in students, have been installed in schools throughout the nation, with the result that large numbers of young people are removed from mainstream classrooms for long periods to undergo rehabilitative programs that operate with little oversight. Making use of the insights of young people experiencing these units, this book is the first to offer a detailed analysis and critique of this approach, and it should prompt sharp questions from parents, educators, and policy makers alike around issues of social justice, equal opportunities, and institutional racism.
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