http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
a critical perspective on policy, practice and parenting
Intro; Preface; Contents; 1 Introduction; Abstract; 1.1 Introduction; 1.2 Structure of the Book; References; 2 The Context of Childhood; Abstract; 2.1 Introduction; 2.2 The Individual Child: Neoliberalism to New Labour; 2.3 Children as Beings or Becomings; 2.4 Well-Being and Well-Becoming; 2.5 Vulnerability; 2.6 Resilience; References; 3 Introducing Tameness; Abstract; 3.1 Introduction; 3.2 Snowflakes; 3.3 Conceptualising Issues as Wicked or Tame; 3.4 From Paradigms to Evidence-Based Practice; 3.5 The 10 Properties of Wicked Problems; 3.6 Wickedity as a Continuum
3.7 Conclusion: The Possibility of ChildhoodReferences; 4 Home and Family; Abstract; 4.1 Introduction; 4.2 Parents and the Place of Children; 4.3 Helicopter Parents; 4.4 Parental Surveillance; 4.5 Not Going Out; 4.6 Children in a Changing Landscape; 4.7 Conclusion; References; 5 Taming in the Early Years; Abstract; 5.1 Introduction; 5.2 The Growing Role of the State; 5.3 Towards Education; 5.4 Readiness for School, or to Work?; 5.5 Protecting the Early Years; 5.6 Conclusion; References; 6 Tameness at School; Abstract; 6.1 Introduction; 6.2 School Spaces
6.3 Starting School, Meeting Targets, Becoming Data6.4 Metrics and the Datafication of Children; 6.5 Making School Uniform; 6.6 Conclusion: The Purpose of School; References; 7 Conclusion; Abstract; 7.1 Introduction; 7.2 What's Best for Children?; 7.3 Resisting Tameness; References; References; Index
Includes bibliographical references and index.
com.springer.onix.9783030118426 Springer Nature