Childhood as a Product of Parental Time Management

Hungerland, Beatrice

doi:10.1080/09718923.1999.11892224

Cited by 1 publication

(2 citation statements)

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“…Although we agree that conceptualizations of children as “human becomings,” “protoadults,” “not-yet-persons,” or “future-beings” (e.g. Bardy, 1994; Hungerland, 1999; James and Prout, 2015) are demeaning and belittling, we posit that a healthy conceptualization of childhood in its own right can still recognize the attraction of a future identity on present identity. Children who look toward adulthood in shaping their self-image do not diminish their childhood; rather, they are projecting and imagining a future as a part of their present.…”

Section: Theoretical Frameworkmentioning

confidence: 71%

“…This conceptualization provides nuance to the sociological and anthropological conceptualizations of childhood as a time that is demeaned and marginalized (Bardy, 1994; Hungerland, 1999; James and Prout, 2015). Although the students in this study emphasized what children lack, for example, knowledge, discipline, and ability to work, we contend that these students were not demeaning themselves.…”

Section: Discussionmentioning

confidence: 99%

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Living in the present while imagining the future: How school and its promises shape conceptions of childhood for indigenous tribal students in India

Finnan

Sahoo²,

Pramanik

2016

Global Studies of Childhood

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This article builds on Allison James and Alan Prout's call to focus more on theorizing the social construction of time in childhood and explores how school, as an organization and an experience, influences students' conceptions of childhood and experiences of being a child. Extending the conception of time of childhood to include their future projections, we assert that aspiring to become an adult, while seeming to diminish the experience of childhood, actually provides motivation and hope to children. We also posit that school's emphasis on "preparation to become" influences children's experience in school and "imagined futures" as adults. The article is based on interviews with Indian tribal students between the ages of 9 and 15 who attended school at a residential school serving 25,000 students and at government day schools in Odisha, India.

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Section: Theoretical Frameworkmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%