Child Migration and Questions of Agency

Huijsmans, Roy

doi:10.1111/j.1467-7660.2011.01729.x

Cited by 66 publications

(33 citation statements)

References 45 publications

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“…Í flutningnum getur t.d. falist von um betri fjárhagslega stöðu barnanna eða fjölskyldnanna til lengri eða skemmri tíma vegna möguleika á auknum tekjum, menntun eða þjálfun barnanna (Huijsmans 2011;Howard 2011). Ný jákvaeð reynsla fyrir börnin og sterkari fjölskyldu-eða vina bönd geta einnig verið ástaeða slíks flutnings.…”

Section: Inngangurunclassified

“…Ríkjandi hnattraen orðraeða um réttindi barna gerir flutning þeirra án samfylgdar foreldris eða löggilds forráðamanns tortryggilegan. Lögð er áhersla á mikilvaegi þess að börn haldi sig heima við undir verndarvaeng fjölskyldunnar, enda fylgi flutningi haetta á arðráni og illri meðferð barna (Ennew 2002;Huijsmans 2011). Slíkur flutningur er því oft flokkaður sem mansal og þar með eru tiltekin samfélög bendluð við alþjóðlegan glaep (Dottridge 2008;Einarsdóttir o. fl.…”

Section: Inngangurunclassified

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Einarsdóttir¹

2012

irpa

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Rannsóknir á búferlaflutningi barna til lengri eða skemmri tíma án samfylgdar foreldris eða löggilds forráðamanns beinast oftast að börnum sem flytja úr einum stað í annan innan eða milli lágtekjulanda. Slíkur flutningur er oft bendlaður við mansal. Hér er skoðaður siðurinn að senda íslensk börn í sveit þar sem þau dvöldu að sumri til hjá venslafólki eða vandalausum. Byggt er á fyrir liggjandi rituðum heimildum, s.s. dagblöðum, tímaritum, skjölum og skýrsl um barnaverndaryfirvalda. Það var viðtekin skoðun að sveitavist barna fylgdi ávinningur fyrir samfélagið, fjölskylduna og barnið sem myndi njóta óspilltrar náttúru landsins, hreins fjallalofts, kjarnmikillar faeðu, samveru við dýrin, sveitamenningarinnar auk möguleikans að laera til vinnu og að vera matvinnungur. Einstaklingar, félagasamtök, góðgerðarstofnanir og barnaverndar yfirvöld sameinuðust um að koma sem flestum börnum í sveitavist, ýmist á sveitabaejum eða sumardvalarheimilum. Vistin var talin sérlega mikilvaeg fyrir afbrotabörn og börn sem bjuggu m.a. við fátaekt, óreglu, lauslaeti og veikindi. Heimildir benda til að mestan hluta 20. aldar hafi verið meira framboð af börnum sem vantaði sveitavist en sveitaheimilum sem vildu taka við þeim. Takmarkaðar upplýsingar liggja fyrir um fjölda barnanna og reynslu þeirra en ljóst er að þau voru mörg og reynslan breytileg. Einnig er lítið vitað um reynslu annarra af siðnum, t.d. sveitafólksins og foreldranna. Siðurinn að senda börn í sveit, sérstaklega þegar ekki er um barnaverndarúrraeði að raeða, fellur undir hugtakið flutningur barns án samfylgdar foreldris eða löggilds forráðamanns. Varast ber að líta á slíkan sið sjálfkrafa sem mansal barna og sama gildir um hliðstaeðar uppeldisvenjur sem tíðkast annars staðar.

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Section: Inngangurunclassified

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Einarsdóttir¹

2012

irpa

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“…The childhood studies literature also offers valuable perspectives through its emphasis on the importance of the experiences and agency of children (Huijsmans, ; James et al., ; Prout and James, ). For instance, James et al have pointed out that children's lives take place in several significant social spaces (James et al., : 37–58).…”

Section: Introductionmentioning

confidence: 99%

Study and School in the Lives of Children in Migrant Families: A View from Rural Jiangxi, China

Murphy¹

2014

Development and Change

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Millions of children in China have been ‘left behind’ in the countryside while their parents work in distant places to support the social reproduction of their families. This article examines the role of study and schooling in this process. The analysis shows that family strategies to pursue socio‐economic mobility are intricately connected to state frameworks for providing support, and schools are central to this. This is because both family and state interests in the attributes and prospects of the next generation converge in schools. At the same time, on a day‐to‐day basis, the labour of children in schools and the labour of parents in the cities are intertwined. Specifically, by communicating with each other about study, and by focusing on the child's educational future as the key purpose of their daily work, both children and parents carry out their obligations towards each other, while finding ways to cope with the emotional difficulties that protracted physical separation entails.

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“…The articles in this issue all recognise young people's agentive capacities, yet resist romantic and celebratory interpretations of agency (following critical work on agency such as Gigengack, 2008;Huijsmans, 2011;Jeffrey, 2011, pp. 793-794;Valentine, 2011;Mizen and Ofosu-Kusi, 2013).…”

Section: Theorising the Interface Between Development Studies And Chimentioning

confidence: 99%

Theorising Age and Generation in Development: A Relational Approach

Huijsmans

George²,

Gigengack

et al. 2014

Eur J Dev Res

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This introduction outlines the analytical approach informing the articles presented in this special issue. The project of 'generationing' development involves re-thinking development as distinctly generational in its dynamics. For this, we adopt a relational approach to the study of young people in development, which overcomes the limitations inherent to common categorising approaches. Concepts of age and generation are employed to conceptualise young people as social actors and life phases such as childhood and youth in relational terms. Acknowledging the centrality of young people in social reproduction puts them at the heart of development studies and leads the articles comprising this special issue to explore how young people's agency shapes and is shaped by the changing terms of social reproduction brought about by development.Cette introduction trace les grandes lignes de l'approche analytique sur laquelle s'appuient les articles présentés dans ce numéro spécial. Le projet de développement « générationnant » implique de repenser le développement comme une dynamique clairement générationnelle. Pour cela, nous appliquons une approche relationnelle à l'analyse des jeunes dans le développement, qui permet de surmonter les limites inhérentes aux approches classificatrices communes. Les concepts d'âge et de génération sont mobilisés pour envisager les jeunes comme des acteurs sociaux, et les phases de vie telles que l'enfance et la jeunesse dans une perspective relationnelle. La prise en compte du rôle central des jeunes dans la reproduction sociale les met au coeur des études de développement et conduit les articles présentés dans ce numéro spécial à examiner en quoi la capacité d'action (agency) des jeunes influence et est influencée par les transformations des conditions de reproduction sociale découlant du développement.

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Child Migration and Questions of Agency

Cited by 66 publications

References 45 publications

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Study and School in the Lives of Children in Migrant Families: A View from Rural Jiangxi, China

Theorising Age and Generation in Development: A Relational Approach

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