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"Life in the countryside, often perceived as either idyllic or depleted, has long been misrepresented. Challenging the stereotypes and myths that surround the idea of rurality, Our Rural Selves interrogates and represents individual and collective memories of childhood in rural landscapes and small towns. Drawing on visual artifacts whose origins range from the early twentieth century to today, such as photographs, films, objects, picture books, and digital games, contributors offer readings of childhood that are geographically, ethnically, and culturally diverse. They examine the memories of Indigenous children, the experiences of back-to-the-land youth, and boom-or-bust childhoods within the petroleum, farming, and fishing industries. Illustrating often neglected and overlooked aspects of adolescence, this collection suggests new ways of studying social connectedness and collective futures. Innovative and revealing in its use of visual studies, autoethnography, and memory-work, Our Rural Selves explores representation, imagination, and what it means to grow up rural in Canada."--
Rural children --- Canada --- Rural conditions.
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Rural children --- Rural health services --- Health and hygiene.
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“I am a girl, 13 years old, and a proper broncho buster. I can cook and do housework, but I just love to ride.” In letters written to the children’s pages of newspapers, we hear the clear and authentic voices of real children who lived in rural Canada and Newfoundland between 1900 and 1920. Children tell us about their families, their schools, jobs and communities and the suffering caused by the terrible costs of World War I. We read of shared common experiences of isolation, hard work, few amenities, limited educational opportunities, restricted social life and heavy responsibilities, but also of satisfaction over skills mastered and work performed. Though often hard, children’s lives reflected a hopeful and expanding future, and their letters recount their skills and determination as well as family lore and community histories. Children both make and participate in history, but until recently their role has been largely ignored. In “I Want to Join Your Club,” Lewis provides direct evidence that children’s lives, like adults’, have both continuity and change and form part of the warp and woof of the social fabric.
Enfants en milieu rural --- Letters to the editor --- Rural children --- Correspondance. --- Correspondence. --- Canada --- Conditions rurales. --- Rural conditions.
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Visual Encounters in the Study of Rural Childhoods brings together visual studies and childhood studies to explore images of childhood in the study of rurality and rural life. The volume highlights how the voices of children themselves remain central to investigations of rural childhoods. Contributions look at representations and experiences of rural childhoods from both the Global North and Global South (including U.S., Canada, Haiti, India, Sweden, Slovenia, South Africa, Russia, Timor-Leste, and Colombia) and consider visuals ranging from picture books to cell phone video to television.
Rural children --- Social conditions. --- In mass media. --- Asia. --- Global North. --- Global South. --- North America. --- Northern Europe. --- art. --- childhood. --- children. --- digital spaces. --- film. --- geography. --- maps. --- photography. --- picture books. --- rural. --- rurality. --- spatiality. --- sub-Saharan Africa. --- visual studies.
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This book affords Latino high school dropouts from rural communities in Idaho the opportunity to tell their stories in their own words. It candidly reveals students' school experiences, explores why students leave school, and looks at the impact of the No Child Left Behind Act (2001). Four of the nine students interviewed for the book passed NCLB-mandated state graduation tests, two others passed two of three sections, and all were capable of achieving success in school. The decision to leave school was connected with students' seeking personal satisfaction and to reduce the social-psychological pain of schooling. In certain cases principals and teachers blamed the Latino students for disadvantaging the school. Latino Dropouts in Rural America presents a systematic approach for addressing the main problem: a lack of cultural responsiveness in school curriculum, instruction, policies, and practices. The leadership plan recommended by the authors will help educators to understand the lives of rural Latino youth and to critique their own schools.
High school dropouts --- Hispanic Americans --- Rural children --- Education --- Social Sciences --- Education, Special Topics --- Children --- Hispanics (United States) --- Latino Americans --- Latinos (United States) --- Latinxs --- Spanish Americans in the United States --- Spanish-speaking people (United States) --- Spanish-surnamed people (United States) --- Ethnology --- Latin Americans --- Spanish Americans (Latin America) --- Secondary school dropouts --- Dropouts --- High school students --- Education (Secondary)
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Wie erlernen Kinder Emotionen und welche Rolle spielt dabei ihre soziale und kulturelle Umwelt? Gabriel Scheidecker untersucht die - bisher primär in westlichen Kontexten erforschte - Sozialisation von Emotionen erstmals in Madagaskar. Auf der Basis einer 15-monatigen Feldforschung in einer ländlichen Region der Insel beschreibt er detailliert die emotionalen Erfahrungen von Kindern in Verbindung mit den Erziehungsidealen und -praktiken ihrer Bezugspersonen. Im Fokus steht die Ausbildung einer kulturspezifischen moralischen Furcht gegenüber den Eltern sowie die feine Ausdifferenzierung von Wut. Damit erweitert der Band die Forschung zur Emotionssozialisation um eine kulturanthropologische Perspektive. »Gabriel Scheidecker hat ein inhaltlich wie physisch gewichtiges Buch geschrieben, dass für die Ethnologie und die Emotionspsychologie wie auch für kulturvergleichende Psychologie wichtig, in vieler Hinsicht wegweisend ist.« Christoph Antweiler, Anthropos, 113 (2018)
Socialization --- Rural children --- Children --- Child socialization --- Enculturation --- Social education --- Education --- Sociology --- Madagaskar; Emotionen; Kindheit; Sozialisation; Entwicklung; Erziehungsideale; Erziehungspraktiken; Eltern; Moralische Furcht; Wut; Kultur; Ethnologie; Kulturanthropologie; Sozialpsychologie; Madagascar; Emotions; Childhood; Socialisation; Development; Parents; Anger; Culture; Ethnology; Cultural Anthropology; Social Psychology --- Anger. --- Childhood. --- Cultural Anthropology. --- Culture. --- Development. --- Emotions. --- Ethnology. --- Parents. --- Social Psychology. --- Socialisation.
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Medical climatology. --- Climatic changes --- Rural children --- Changes, Climatic --- Changes in climate --- Climate change --- Climate change science --- Climate changes --- Climate variations --- Climatic change --- Climatic fluctuations --- Climatic variations --- Global climate changes --- Global climatic changes --- Climatology --- Climate change mitigation --- Teleconnections (Climatology) --- Climatology, Medical --- Medical meteorology --- Meteorology, Medical --- Bioclimatology --- Medicine --- Human beings --- Medical geography --- Children --- Health aspects. --- Health and hygiene. --- Environmental aspects --- Effect of climate on --- Global environmental change
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Footbinding was common in China until the early twentieth century, when most Chinese were family farmers. Why did these families bind young girls' feet? And why did footbinding stop? In this groundbreaking work, Laurel Bossen and Hill Gates upend the popular view of footbinding as a status, or even sexual, symbol by showing that it was an undeniably effective way to get even very young girls to sit still and work with their hands. Interviews with 1,800 elderly women, many with bound feet, reveal the reality of girls' hand labor across the North China Plain, Northwest China, and Southwest China. As binding reshaped their feet, mothers disciplined girls to spin, weave, and do other handwork because many village families depended on selling such goods. When factories eliminated the economic value of handwork, footbinding died out. As the last generation of footbound women passes away, Bound Feet, Young Hands presents a data-driven examination of the social and economic aspects of this misunderstood custom.
Footbinding --- Rural girls --- Rural women --- Handicraft industries --- S11/0480 --- S11/0710 --- S11/0742 --- Women --- Country girls --- Girls --- Rural children --- Binding of feet --- Foot --- Foot-binding --- Deformities, Artificial --- Economic aspects --- Employment --- Social life and customs. --- China: Social sciences--Rural life, rural studies: general and before 1949 --- China: Social sciences--Women: general and before 1949 --- China: Social sciences--Footbinding --- Artificial deformities --- Binding --- Abnormalities --- China --- Rural conditions. --- Social life and customs
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Bonner analyses historical contributions to the urban-rural debate by Karl Marx, Ferdinand Tonnies, Max Weber, Georg Simmel, Louis Wirth, and Robert Redfield, as well as contributions by contemporary theorists, such as Ray Pahl, Anthony Giddens, and Peter Berger. He shows how both societal developments and scientific assumptions unwittingly shape the debate, making a distinctive rural culture more and more difficult to identify, and suggests that phenomenology can rescue the urban-rural debate from its conceptual predicament. Through an analysis of statements by parents in both urban and rural settings, Bonner goes on to point out the limitations of a narrowly scientific approach to research, demonstrating how a more radical interpretive approach that combines phenomenological, hermeneutic, and dialectical analytic methods and theories can further our understanding. He argues convincingly that practical/ethical matters and theoretical assumptions are inextricably intertwined.
Child rearing --- Sociology, Rural. --- Rural sociology --- Sociology --- Child raising --- Children --- Raising of children --- Rearing of children --- Training of children --- Child care --- Social aspects. --- Development and guidance --- Management --- Training --- Canada --- Rural conditions. --- Canada (Province) --- Canadae --- Ceanada --- Chanada --- Chanadey --- Dominio del Canadá --- Dominion of Canada --- Jianada --- Kʻaenada --- Kanada (Dominion) --- Ḳanadah --- Kanadaja --- Kanadas --- Ḳanade --- Kanado --- Kanakā --- Province of Canada --- Republica de Canadá --- Yn Chanadey --- Καναδάς --- Канада --- קאנאדע --- קנדה --- كندا --- کانادا --- カナダ --- 加拿大 --- 캐나다 --- Lower Canada --- Upper Canada --- Kaineḍā --- Rural children --- Sociology, Rural --- Quality of life --- Social aspects
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This handbook offers a comprehensive overview of school mental health (SMH) initiatives in rural areas in the United States. It offers clinical and administrative guidelines for innovative and effective programs addressing critical problems among rural youth and in areas where funding and resources are scarce. Chapters cover program development, implementation, sustainability, and evaluation; consider issues of community and policy support; address barriers to access and delivery; and debunk misconceptions about the region and its cultures. Chapters also discuss rural SMH applications relating to special populations, including students with autism, depression, anxiety, bipolar disorder, conduct disorders, and ADHD. In addition, the book examines the potential of school-based programs as a counter to the stigma and distrust of mental health services common to the region. Topics featured in the Handbook include: The value of rural SMH from an educator’s standpoint. Preventing suicide among students in rural schools. Substance abuse in rural school settings. Bullying and cyberbully among rural youth. Intergenerational patterns of mental illness in rural settings and their relevance for SMH. The importance of involving communities in culturally competent rural interventions. The Handbook of Rural School Mental Health is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, educational psychology, social work/counseling, educational policymakers, pediatrics/school nursing, teaching, and teacher education.
Psychology. --- Pediatrics. --- Educational policy. --- ducation and state. --- Teaching. --- Educational psychology. --- Education --- Social work. --- Child psychology. --- School psychology. --- Child and School Psychology. --- Educational Psychology. --- Social Work. --- Educational Policy and Politics. --- Teaching and Teacher Education. --- School mental health services --- School children --- Rural children --- Mental health services --- Children --- Elementary school students --- Primary school students --- Pupils --- Schoolchildren --- Students --- School-based mental health services --- School health services --- Developmental psychology. --- Paediatrics --- Pediatric medicine --- Medicine --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Psychology, Educational --- Psychology --- Child psychology --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Diseases --- Health and hygiene --- Education—Psychology. --- Education and state. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Government policy
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