Saving the Children?

Buckingham, David; Chronaki, Despina

doi:10.1057/9781137281555_16

Cited by 7 publications

(3 citation statements)

References 12 publications

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“…However, throughout the second half of the 19th century, a range of legislative reforms were introduced to remove and separate children from the world of work. Cunningham (2012) outlines how this period ushered in new conceptions of childhood based on children's economic dependency on adults and on idealised and romanticised notions of how childhood should be lived and experienced. The introduction and spread of compulsory schooling enhanced this trend resulting in further separation of children from adults.…”

Section: Precarity and Childhoodmentioning

confidence: 99%

Precarity, rights and resistance in the everyday lives of children and young people

Leonard

2019

Journal of Sociology

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This article addresses the relevance of the concepts of precarity, rights and resistance in general terms in relation to children and young people in ‘developed’ societies. It then specifically explores how this triple lens enables children’s perspectives and experiences of growing up in ‘post-conflict’ Belfast to be understood. The concept of ‘generagency’ is introduced as providing a useful conceptual tool for exploring the multiple and contradictory landscapes of childhood and how precarity, rights and resistance are experienced generationally.

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Section: Precarity and Childhoodmentioning

confidence: 99%

Precarity, rights and resistance in the everyday lives of children and young people

Leonard

2019

Journal of Sociology

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“…Porn literacy education is emerging as a favourable alternative to other strategies, such as censorship or legislation (Buckingham & Chronaki, 2014), but is not yet widely integrated within school curricula in New Zealand or internationally. Research has highlighted the value of teaching porn literacy skills and the ways that it could be a useful addition to sexual and reproductive health curricula (Dawson et al, 2019;Hutchings, 2017;Oosterhoff et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Using Q-Methodology to Explore Stakeholder Views about Porn Literacy Education

et al. 2021

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Introductionis emerging as a pedagogical strategy to support youth in navigating the new technological pornography landscape. However, the characteristics of effective porn literacy education according to those who will be most affected by it young people, their caregivers, and educators is unknown. Yet, end user views are imperative to policy development in sexuality education worldwide. MethodsUsing Q-methodology, the commonalities and idiosyncrasies of these stakeholder views were explored. In 2019, 30 participants recruited through nine schools in New Zealand completed an online Q sort, and 24 also took part in a follow-up interview. ResultsThere were two distinct discourses regarding porn literacy education among stakeholders: (i) the pragmatic response discourse and (ii) the harm mitigation discourse. ConclusionsStakeholders hold nuanced and ideologically charged perspectives about porn literacy education and educational initiatives more generally. It is important that policy acknowledges -size-fits-lows for different perspectives. Policy ImplicationsIt is crucial that policy development is guided by evidence about what constitutes successful sexuality education. The social discourses reported here are important to consider in developing policy about porn literacy education, and require further research if we are to more fully understand the potential of porn literacy as pedagogy.

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“…Indeed, digital technology is often framed as destroying childhood [33,34]. Of course, this has direct implications for the perception of digital games as developmentally important in play [27,35,28].…”

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confidence: 99%

A Brief History of Serious Games

Wilkinson

2016

Lecture Notes in Computer Science

112

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Abstract. Serious Games are now an established field of study. In this field most would attribute the rise of Serious Games to Clark C Abt's creation of the term in 1970, or indeed Ben Sawyer's popularization of it in 2002. However, considering the rich history of purposing non-digital games, itself preceded by discussions of purposing play that are traceable to the work of Plato, it can be said that Serious Games is a contemporary manifestation of centuries old theories and practices. In this chapter, we explore the pre-history of Serious Games, beginning with the suggested purpose, and purposing of play. Throughout this historical review we identify key in research and practice that are apparent in the contemporary Serious Games field.

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Saving the Children?

Cited by 7 publications

References 12 publications

Precarity, rights and resistance in the everyday lives of children and young people

Precarity, rights and resistance in the everyday lives of children and young people

Using Q-Methodology to Explore Stakeholder Views about Porn Literacy Education

A Brief History of Serious Games

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