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| treatment of children: from discipline and authority to pleasure and play. |
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| after ww2 decline of stable system of beliefs. text images and technologies. mass production |
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| taking co-opting and making it authorized. ex: studying children's playground songs |
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| taking something for one's own use. results sometimes in conflict with the original ideology. |
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| taking a part of culture and altering it. twisting it to question society or a norm |
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| late 20th c no definite meaning, always changing elusive. |
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| reaction against enlightenment. the child AS IS. child is closer to nature, pure. emphasis on feeling, intuition. challenges: child labor, growing up |
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| not always an ideal. once romantic period hits, innocence is ideal. disconnected from world, blankness. |
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| romantic period, wholesome if less civilized by culture. |
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| racial stereotype of wild/animalistic view of African American children |
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| 1830-1900's- songs, skits, jokes, performers wearing black face |
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| handmade book created in youth culture. DIY images, personal writings, self creation. 1990's punk culture. challenge to establishment |
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| fear of things that cannot be understood, specifically with children |
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| genre of literature. tries to get to the irrational, unknown. |
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eval- is it good, bad, appropriate?
analysis- what does it mean? |
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| terms come from farming: growing, plants. transmitted |
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| great chain of being. child comes into world as a beast. anti-royalist. American colonies. suspicious of religious ceremony. associated with Enlightenment |
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| richer ceremonial practices. children blessed by god. closer ties to Catholicism. associated with ROMANTIC |
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| 18th c. childhood should be for development, education. SCIENCE. everyone can benefit from education. children are perfectable, blank slates. toys and childrens books emerge. PROBLEMS: some people "less perfect" |
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| culture has 4 stages of development: hunters, shepherds, farmers, capitalists |
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| end of 18th c. children thought to be closer to god and nature. uncultivated nature, nature is perfect. childhood as a time of freedom and purity. romanticized childhood relationship (mother and child) |
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| eva represents romantic child, topsy as puritan child (needs reformed) book tries to be anti-slavery but is racist at the same time. |
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| late 19c and 20c. boys as wild careless and full of animal spirits. freedom must end as they become men-struggle. |
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| p's need to grow up= enlightenment. emphasis on poverty contradicts Romantic child. born sinful- puritan view. |
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| specifically dealing with discomfort. addresses issues of 19th c- children's death, poverty abuse, child labor |
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| trying to gain support through children |
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| late 19th c. fear of puberty in children |
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