Children And Social Competence: Arenas of Action by Ian Hutchby, Jo Moran-Ellis

By Ian Hutchby, Jo Moran-Ellis

A textual content which addresses the connection among adolescence, competence and the social arenas of motion during which young children stay their lives. Taking factor with the view that youngsters are in basic terms apprentice adults, the members enhance an image of kids as powerfuble, refined social brokers, targeting the contexts which either allow and constrain that competence.

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Extra info for Children And Social Competence: Arenas of Action

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Family’ is one of the most powerful social science concepts through which the discursive ordering of children has been effected; in Therborn’s terms, 36 LEENA ALANEN ‘family’ has been a central medium in the structuration and enculturation of modern (Western) childhoods. It has defined, through the historically specific construction of the modern nuclear family, a bounded private sphere to which the child ‘naturally’ belongs, a membership in a family of his/her own, and a position in the family system which both gives the child responsibilities and entitles him/her to access to a range of resources.

Constructions of Child Life These two dimensions of autonomy vs. integration and mother- vs. selforganization vary independently of each other. Mothers may actively organize both integrated and autonomous everyday life for their children, and children themselves may in turn pursue autonomy in their daily activities but may also choose to stay closely connected to their mothers’ everyday life. By cross- 40 LEENA ALANEN tabulating these two dimensions six categories of possible patterns of children’s daily life are created and can now be used to account for the diversity of child life in one-parent households.

The systemic interdependency maintained through these generational relations can now be specified as existing between the ‘childworkers’ and (simply) ‘children’—because all children are constrained to participate in those relations. Generational relations (like gender or class relations) are not meant to name a specific sphere of social relations that would exist over, or beyond, the relationships of children’s (and adults’) everyday lives and determine them; rather, they are best understood as historically constructed social logics that become observable through their structuring effects in many (or any) sites of everyday life.

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