Conceptualizing Cruelty to Children in Nineteenth-Century England

Flegel, Monica

doi:10.4324/9781315573335

Cited by 4 publications

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“…; Korybut-Marciniak, 2011;Flegel, 2016) autorių darbų, švietimo istorijos reiškinius analizuojančių tarpdisciplininės edukologijos-istorijos-sociologijos mokslų prieigos būdu. Nors švietimo klausimams aptarti kiekvienu laikotarpiu, pradedant viduramžiais ir baigiant XX a., taip pat galima išskirti bent po vieną istorikų ar edukologų darbą, bendrais bruožais charakterizuojantį laikotarpio visuomenės švietimo vykdymo specifiką, didžioji dalis tokių darbų labiau laikytini organizacijų, švietimo politikos, kultūros istorijos, tačiau ne švietimo istorijos, atskleidžiančios edukacijos poveikio visuomenei aspektus, tyrimais.…”

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Characteristics of Curriculum Formation and Aspects of the Education of Children Deprived of Parental Care in the End of 18th Century – Beginning of 19th Century Lithuania

Šadauskas

2018

PED

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Regardless of the current interest in parenting, socialization, custody and other forms of parental care it must be noted that there is still a research shortage of the child care system, the curriculum content and the education process, that would analyse phenomenon in retrospective and reveal the real impact of education system development to the successful socialization of children deprived of parental care in Lithuania. Even if specific interdisciplinary, educational or historical research on the development of the education system in Lithuania can be presented, the aspects of the education of children deprived of parental care are still not disclosed qualitatively and comprehensively. Because of that the article discusses the state of the education system of the end of 18th century – beginning of 19th century Lithuania, based on theories of education science and published sources of educational history while aiming to characterize the main factors influencing formation of the formal curriculum. With the help of qualitative content analysis of period’s historical sources research seeks to characterize philosophical attitudes and practices considering formal education. The research also applies comparative analysis of features of education paradigm of didactic and of formal education in Lithuania based on main attributes considering realization of education process, including organizing, physical space, content of subjects, teacher-student relation, precondition for development of student’s personality etc. While characterizing the content and implementation of the formal curriculum, article pays special attention o the issue of education means of children who were deprived of prenatal care, raising the hypothesis, that their education was mainly based on the activities of chore curriculum.

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Characteristics of Curriculum Formation and Aspects of the Education of Children Deprived of Parental Care in the End of 18th Century – Beginning of 19th Century Lithuania

Šadauskas

2018

PED

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“…Cruel treatment, deprivation, and exploitation of children became marks of society’s failure. As one sign of this shift, the concept of “abuse” of children came into particular vogue in the 1880s as described by Flegel (2009, 13). At the same time, the boundary of childhood shifted upward.…”

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“…As an example, the interpretation of poor children begging shifted from an unremarkable part of public life to a deplorable situation by mid-century. By the 1890s, an adult who would send children to beg or tolerate that situation had become a perpetrator of a crime of cruelty (Flegel 2009, 15–16). The desire to give organizational structure to these beliefs crystallized quickly after the founding of the first British SPCC in Liverpool in 1883, followed by London in 1884, and Manchester in 1885.…”

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“…The desire to give organizational structure to these beliefs crystallized quickly after the founding of the first British SPCC in Liverpool in 1883, followed by London in 1884, and Manchester in 1885. By 1889, Societies had prompted Parliamentary legislation, the Prevention of Cruelty to Children Act, which addressed ill-treatment, neglect, abandonment, and exposure, but did not explicitly discuss sexual abuse (Flegel 2009, 22). The SPCCs primarily concerned themselves with prosecution and punishment of adults, usually parents, for abuse or criminal neglect, relying on other organizations to look after the children (Flegel 2009, 18–21, 36).…”

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“…In a parallel development, sexual abuse of minors was becoming an area of concern and protection of boys from sexual corruption was, sotto voce, joining the more familiar discourse relating to girls (Flegel 2009, 95, 165). In the process, popular attitudes began to include the idea that prepubescent boys were susceptible of corruption, an idea that does not appear to have governed in the previous century.…”

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Reputation and the Sexual Abuse of Boys

Pavlakis

2014

Men and Masculinities

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In 1895, a Manchester (UK) newspaper accused Gilbert Kirlew of sexually abusing boys at a refuge for homeless and neglected children. Kirlew, the epitome of middleclass respectable masculinity, was a leader in local philanthropic action and mobilization of all kinds. Notably, he was in the forefront of the new social movement to rescue poor children in order to provide them with a secure home and an education suitable for working-class adulthood. The Kirlew sexual abuse scandal illustrates how changes in late-Victorian attitudes about homosexuality, society's responsibilities to children, and sexual abuse came into conflict with the class-based cultural power of male reputation and character.

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Fanon’s other children: psychopolitical and pedagogical implications

Burman

2016

Race Ethnicity and Education

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Discussions of the writings of theorist, psychiatrist and revolutionary, Frantz Fanon, in the fields of education and childhood typically focus on his account of a traumatic encounter with a white child, whose fear at the sight of a black man is said to create a vilified, racialized identity and installs an irreversible social and corporeal alienation. Yet Fanon's writings include a range of other depictions of children, childhood and education which reflect his broader views of colonial and decolonisation processes that include recognisable tropes of classic developmentalism, including gender chauvinisms. Nevertheless it is suggested that the diversity and complexity of child-related allusions across his texts allow for other critical readings that can inform educational debates on anticolonial analyses, of children, childhood and of their more general role in post and anti-development discourse.

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Conceptualizing Cruelty to Children in Nineteenth-Century England

Cited by 4 publications

References 0 publications

Characteristics of Curriculum Formation and Aspects of the Education of Children Deprived of Parental Care in the End of 18th Century – Beginning of 19th Century Lithuania

Characteristics of Curriculum Formation and Aspects of the Education of Children Deprived of Parental Care in the End of 18th Century – Beginning of 19th Century Lithuania

Reputation and the Sexual Abuse of Boys

Fanon’s other children: psychopolitical and pedagogical implications

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