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This book introduces findings from an international, cross-cultural, and interdisciplinary study of children’s everyday experiences of growing up and going to school in the context of the three global cities of Hong Kong, Singapore and Melbourne. It takes the premise that children’s learning and orientations to educational success are shaped by everyday cultural practices at home and at school, by policy contexts that both produce and respond to educational and cultural norms, and by individual and familial desires and aspirations. Drawing on research conducted with primary school-aged children in Year 4, the book considers how day-to-day routines such as going to school, engaging in extra-curricular activities outside of school, and spending time at home with family intersect with the broader milieus of education policy ideals in a changing and interconnected world. Through a combination of visual methodologies, surveys, ethnographic observations in schools, classrooms and cityscapes, re-enactments of everyday activities with children at home, and sociological education policy analysis, this book shows both the richness of children’s everyday lives and learning in global cities, as well as exploring questions that pose challenges to educational and social norms.

Early childhood education. --- Education. --- Children. --- Educational sociology. --- Education and state. --- Sociology. --- Social groups. --- Early Childhood Education. --- Childhood Education. --- Sociology of Education. --- Educational Policy and Politics. --- Sociology of Family, Youth and Aging. --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Social theory --- Social sciences --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- Aims and objectives --- Educació infantil --- Escolars --- Condicions socials --- Melbourne (Austràlia) --- Hong Kong (Xina) --- Singapur --- Cross-cultural studies. --- School children --- Social conditions.

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Geweld op school, dat is een wel heel ongemakkelijke combinatie. De school zou een veilige omgeving moeten zijn voor leerlingen. De jongste jaren zien we dat die veiligheid niet zomaar kan gegarandeerd worden. De dodelijke schietpartijen in recente jaren spreken voor zich. Maar ook het seksuele geweld, het pesten en het geweld tegen holebi-jongeren nemen niet af. Geweld op school is niet alleen een fenomeen in de westerse wereld, ook in de ontwikkelingslanden bestaat het. Een internationaal team van onderzoekers zocht naar oorzaken en antwoorden voor het geweld op school. Ze probeerden verder te kijken dan de vanzelfsprekende veronderstellingen over oorzaken van geweld zoals een individuele pathologie of een disfunctioneel gezin. Hun aandacht gaat eerder uit naar de sociale en culturele aspecten van het geweld, waarbij de stereotiepe opvattingen over gender een belangrijke uitlokker van geweld is.

Developmental psychology --- Social problems --- Sociology of minorities --- Sociology of the family. Sociology of sexuality --- Social policy --- Teaching --- Secondary education --- Computer architecture. Operating systems --- Gender --- Violence --- Homophobia --- Teachers --- Masculinity --- Education --- Prevention --- Psychological violence --- Sexual intimidation --- Theory --- Internet --- Book --- South Africa --- United States of America --- Australia