Titlebook: Handbook of Children and Youth Studies; Johanna Wyn,Helen Cahill Reference work 20151st edition Springer Science+Business Media Singapore

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Who’s Learning or Whose Learning? Critical Perspectives on the Idea Youth-Led Policy-Making Related on the abuses by a male teacher of a female student, there is an underlying sense that this is too common an occurrence to escape the notice of all teachers (female teachers as well as male teachers) and all learners. The chapter sets out to lay bare the learnings that are demonstrated by “the learn

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Bodies: Corporeality and Embodiment in Childhood and Youth Studieshich the body is invisible or rendered inferior to the mind in a binary logic. Theories of the body have implications for research in childhood and youth studies, as all major “structural” inequalities such as gender, class, race, sexuality, disability, and place are necessarily embodied. This secti

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“Let’s Go 50/50”: The Everyday Embodiment of Sexuality Amongst African Young Peopleents are made: firstly, that academic discussions of sexuality often refer to dominant norms and values regarding gender and sexuality, but very seldom consider local-level realities and negotiations of multiple and competing discourses of sexuality; and secondly, that in the context of HIV, very li

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d editors,thereby capturing a plurality of views. The 13 themes as a starting point are globally timely and they need scientific debates on the boundaries between childhoods, youth and adulthood. This handbook 978-981-4451-15-4

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The Promises of Empowered Girlsn have it all. Empowered girls solve social problems from intergenerational poverty to traditional gender imbalances in leadership, residual sexism in occupations and schooling, and work-family tensions. Successful girls, and the women they will become, make us happy. This chapter inquires into . as

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Thinking About Children: How Does It Influence Policy and Practice?e initiatives, both within New Zealand and internationally. The integration of children’s agency, rights, and well-being provides a conceptual framework for positioning children as participating subjects, knowers, and social actors, rather than as the passive objects of socialization. Children are n