Negotiating Childhoods: Applying a Moral Filter to Children’s Everyday Lives

302 Pages·2017·5.7 MB·English

by  Sam Frankel (auth.)

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Studies in Childhood and Youth
Series Editors
Allison James
Department of Sociological Studies
University of Sheffeld
Sheffeld, UK
Adrian James
Department of Sociological Studies
University of Sheffeld
Sheffeld, UK
Aim of the series
Tis series ofers a multi-disciplinary perspective on exploring childhood
and youth as social phenomena that are culturally located, articulating
children’s and young people’s perspectives on their everyday lives. Te
aim of the series will be to continue to develop these theoretical perspec-
tives through publishing both monographs and edited collections that
present cutting-edge research within the area of childhood studies. It will
provide a key locus for work within the feld that is currently published
across a diverse range of outlets and will help consolidate and develop
childhood studies as a discrete feld of scholarship.
More information about this series at
http://www.springer.com/series/14474
Sam Frankel
Negotiating
Childhoods
Applying a Moral Filter to Children’s
Everyday Lives
Sam Frankel
King’s University College, Western University
London, ON, Canada
Studies in Childhood and Youth
ISBN 978-1-137-32348-4 ISBN 978-1-137-32349-1 (eBook)
DOI 10.1057/978-1-137-32349-1
Library of Congress Control Number: 2016947039
© Te Editor(s) (if applicable) and Te Author(s) 2017
Te author(s) has/have asserted their right(s) to be identifed as the author(s) of this work in accordance
with the Copyright, Designs and Patents Act 1988.
Tis work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifcally the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microflms or in any other physical way, and
t ransmission or information storage and retrieval, electronic adaptation, computer software, or by similar
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Te use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specifc statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
Te publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, express or implied, with respect to the material contained herein or for any
errors or omissions that may have been made.
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Printed on acid-free paper
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Te registered company is Macmillan Publishers Ltd.
Te registered company address is: Te Campus, 4 Crinan Street, London, N1 9XW, United Kingdom
To my wife, Moira, esbl
Acknowledgements
Tis book has been a number of years in its development. Along the way
I have been very grateful for the support of many people whose help has
been a staging post in fnding ways to express the ideas that I felt so pas-
sionate about sharing. Tanks to Kate Bacon for the long conversations
that saw the emergence of the framework of this book. It is a framework,
however, that has only taken on real meaning during my time at King’s
University College, Western University, Ontario. I want to thank Alan
Pomfret for the freedom to explore my ideas and for the opportunity to
be part of a dialogue with him, Pat Ryan and other scholars that certainly
informed this work. I want to say a special thank you to a wonderful
group of students who patiently let me test out my ideas on them. Tank
you for the blank faces and for letting me know when it didn’t make
sense, but most of all for your encouragement that these ideas are of value
to people like you, who are ambitious about drawing of childhood stud-
ies to make a diference in the world.
Tank you to the team at Palgrave Macmillan for their patience and
encouragement. As always, I am grateful to Allison and Adrian James for
their words of wisdom and ongoing inspiration.
Tis book would not be what it is without the input of Sally McNamee,
her friendship, encouragement, counsel and spell checking has been
invaluable.
vii
viii Acknowledgements
I would also like to excpress my thanks to friends and family: to Terry
and Gill Over whose support has given me opportunities like this, as well
as to both sets of parents. Finally to those who have had to put up with
the day-to-day reality of me trying to write – to Ruari, Roise, Maria and
most of all Moira – thank you.
Contents
1 Introduction 1
Step 1 A Teoretical Foundation 9
2 Structure ‘&’ Agency 11
Step 2 Establishing a Framework 41
3 Engaging with Structure 47
4 Engaging with Agency 69
Step 3 Deconstructing Dominant Discourses 103
5 Reason 105
6 Virtue 133
ix
x Contents
7 Social Harmony 163
Step 4 Recognising Agency in Action 193
8 Negotiating the Everyday 195
Step 5 Re-positioning Children Within Structure 229
9 Restructuring Moral Discourses 233
Bibliography 265
Index 287