TEAC 2009 Contemporary Childhoods

Credit Points 10

Legacy Code 102048

Coordinator Joanne Orlando Opens in new window

Description In this unit students will engage in an exploration of what it means to be a child in a postmodern world and how different theoretical approaches influence ways of understanding children's lives. Alongside questions of how gender, sexuality, ethnicity, 'race', language, class, ability and religion are constituted through a child's identity, students will explore the notion of a child's subjectivity. A child's subjectivity is the conscious and unconscious thoughts and emotions of the child, their sense of self, their body and their way of understanding their relationship to the world. Building on this knowledge, students will also explore the four key child-environment identities of the physical child, the social child, the learning child and the natural child and by analysing a variety of scholarly and non-scholarly texts around childhood, children's bodies and behaviour will reflect on a child's individuality and emerging identity.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Undergraduate Level 2 subject

Equivalent Subjects TEAC 2012 - Contemporary Perspectives of Childhoods TEAC 2010 Contemporary Childhoods (WSTC)

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Explore the social meaning of childhood including the historical, social and political factors and how they have influenced changing views of children and childhood.
  2. Examine how different theoretical perspectives position children and childhood as a social construction.
  3. Critically examine a postmodern view of children and childhood and the new sociological approaches that influence their relations within families and the social structure of societies.
  4. Discuss the ways in which children and childhood are politicised and positioned as a social problem and the way in which this supports the regulation of children through social policy.
  5. Examine the discourses of protection, rights and welfare related to childhood.
  6. Describe the role of social institutions, particularly schools, in constructing childrens lives.
  7. Analyse the ways children engage in popular culture, consumerism, new technologies and the significance of play.
  8. Critique research on and with children.
  9. Investigate diverse texts, images, practices and constructions of what it means to be a child in contemporary society.
  10. Discuss the social meaning of childhood including the historical, social and political factors and how they have influenced changing views of children and childhood.
  11. Explain how different theoretical perspectives have positioned children and childhood as a social construction.
  12. Identify the ways in which gender, sexuality, ethnicity, 'race', language, class, ability and religion are constituted through a childs identity and the significance of this on everyday lived experiences.
  13. Examine how social, institutional and cultural constructions of childhood play a role in shaping childrens identities, subjectivities and everyday lives.
  14. Examine the ways in which children negotiate and construct their identities in contexts of diversity and difference.
  15. Describe how children�fs rights and responsibilities are enacted by children and adults.
  16. Describe how

Subject Content

1. The social meaning of childhood including the historical, social, and political factors and the influence of changing views of childhood and children.
2. The positioning of children and childhood as a social construction and different theoretical perspectives informing these positions.
3. Children and childhood in a post modern world, new sociological approaches, family and social structure.
4. Regulating children and childhood, social problems and social policy
5. Local and global children, policing, protection, welfare and children?fs rights.
6. Schooling and schooled children and the role of social institutions.
7. The social world of children, children?fs cultures, consumerism, new technologies and play.
8. The politics of childhood and the political child.
9. Researching children and their social world; the implications.
- Who is, and what does it mean to be a child in a postmodern world?
- Analysis of texts, images and constructions about ?ethe child?f.
- Introduction to contemporary national and international theories and philosophies related to the child.
- Significance of gender, sexuality, ethnicity, 'race', language, class, ability and religion and how they are constituted through a child?fs identity and everyday lived experiences.
- Questions of subjectivity and a child?fs sense o

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
a) Participation - Attendance at 3 online tutorial sessions (10%) b) Short answer - 3 discussion board module activities. (10%) a) n/a b) 900 words (3x300 words) 20 N Individual
Annotated Bibliography 1,200 words 40 N Individual
Reflection - Reflective Essay: My childhood 1,200 words 40 N Individual

Prescribed Texts

  • Wyness, M. G. (2019). Childhood and society (3rd ed.). Basingstoke, UK: Palgrave Macmillan.

Teaching Periods

2021-2022 Summer

Online (Summer A)

Online

Subject Contact Joanne Orlando Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

2022 Semester 1

Online

Online

Subject Contact Joanne Orlando Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window