Conceptions of Youth and Children in theTheory Into PracticeArchive
Bibliographic Data
| ID | 5014482 |
|---|---|
| Authors | Nancy Lesko (Columbia University, corresponding author) |
| Year | 2013 |
| Volume | 52 |
| Issue | sup1 |
| Pages | 22-30 |
| Publication date | 2013-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2013.795438 |
| OpenAlex | W2003433442 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
Conceptions of youth and children are central to educational practices of teaching and learning, as are the tacit ideas of socialization and development with which they are closely intertwined. But youth and children can stand-in for many dimensions of society and many processes. A recent exhibit at the Museum of Modern Art in New York City portrayed "the child" as representing families, nations, and the future; young people are also connected with play, experimentation, and health (Museum of Modern Art, 2012). Twentieth-century children and childhood became a paradigm for progressive design thinking, in and out of formal education. Idealized views of children and youth also call up the past in nostalgic recollections of other times and spaces. Thus, youth and children are ready resources for talking about many topics, and they are simultaneously stuck to complex feelings about change, newness, creativity, tradition, optimism, morality, domesticity, and national orderliness. This article reviews 33 selected articles from the Theory Into Practice (TIP) archive with an eye to their assumptions, images, theories, and investments about young people. I am especially interested in the construction of public feelings around young people, as objects of promise, fear, worry, derision, and solicitude. In what ways are elementary and secondary educators and researchers drawn to youth and children, and how might those attachments shape educational research, practice, and policies? I read the articles from TIP as forms of knowledge, with particular topics and kinds of arguments, and as articulations of public feelings about children and youth. I close with some possibilities and challenges for scholars of youth and children
Creativity · Feeling · Orderliness · Pedagogy · Social science · Socialization · Sociology · Youth studies · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Education of Blacks in the South, 1860-1935
The Struggle for the American Curriculum, 1893-1958
The One Best System
Ordinary Affects
The Queen of America Goes to Washington City
The Promise of Happiness
Century of the Child
Health surveillance, the body and schooling
Latino Immigrant Students in Southern Schools
Teachers learn from children
"Tolerating" Adolescent Needs
Special education
Education of exceptional children in perspective
Developmentally Appropriate Education for 4-Year-Olds
In search of students' voices
Is early adolescence really a stage of development
Structuring occupational education programs
Back to the future
Identifying Gifted Students From Underrepresented Populations
School age suicide and the educational environment
Peer groups as settings for learning
The student rights strategy
Voices of Queer Youth in Urban Schools
"Childhood" in early childhood education
A lock at today's child
The student as person
Constructions of LGBT Youth
Vocational education in the high school
Fostering youth leadership
A fresh look at the child
The education of young children
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2020 - 2020 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |