African slaves in Haiti emancipated themselves from French rule in 1804 and created the first independent black republic in the Western Hemisphere. But they reinstituted slavery for the most vulnerable members of Haitian society—the children of the poor—by using them as unpaid servants to the wealthy. These children were—and still are—restavecs, a French term whose literal meaning of "staying with" disguises the unremitting labor, abuse, and denial of education that characterizes the children's lives.
In this memoir, Jean-Robert Cadet recounts the harrowing story of his youth as a restavec, as well as his inspiring climb to middle-class American life. He vividly describes what it was like to be an unwanted illegitimate child "staying with" a well-to-do family whose physical and emotional abuse was sanctioned by Haitian society. He also details his subsequent life in the United States, where, despite American racism, he put himself through college and found success in the Army, in business, and finally in teaching.
Being a child in American society can be problematic. Twenty percent of American children live in poverty, parents are divorcing at high rates, and educational institutions are not always fulfilling their goals. Against this backdrop, children are often patronized or idealized by adults. Rarely do we look for the strengths within children that can serve as the foundation for growth and development. In Rethinking Childhood, twenty contributors, coming from the disciplines of anthropology, government, law, psychology, education, religion, philosophy, and sociology, provide a multidisciplinary view of childhood by listening and understanding the ways children shape their own futures. Topics include education, poverty, family life, divorce, neighborhood life, sports, the internet, and legal status. In all these areas, children have both voice and agency. They construct their own social networks and social reality, sort out their own values, and assess and cope with the perplexing world around them. The contributors present ideas that lead not only to new analyses but also to innovative policy applications.
Taken together, these essays develop a new paradigm for understanding childhood as children experience these years. This paradigm challenges readers to develop fresh ways of listening to children’s voices that enable both children and adults to cross the barriers of age, experience, and stereotyping that make communication difficult.
A volume in the Rutgers Series in Childhood Studies, edited by Myra Bluebond-Langner.
What should we do with teenagers who commit crimes? Are they children whose offenses are the result of immaturity and circumstances, or are they in fact criminals?
“Adult time for adult crime” has been the justice system’s mantra for the last twenty years. But locking up so many young people puts a strain on state budgets—and ironically, the evidence suggests it ultimately increases crime.
In this bold book, two leading scholars in law and adolescent development offer a comprehensive and pragmatic way forward. They argue that juvenile justice should be grounded in the best available psychological science, which shows that adolescence is a distinctive state of cognitive and emotional development. Although adolescents are not children, they are also not fully responsible adults.
Elizabeth Scott and Laurence Steinberg outline a new developmental model of juvenile justice that recognizes adolescents’ immaturity but also holds them accountable. Developmentally based laws and policies would make it possible for young people who have committed crimes to grow into responsible adults, rather than career criminals, and would lighten the present burden on the legal and prison systems. In the end, this model would better serve the interests of justice, and it would also be less wasteful of money and lives than the harsh and ineffective policies of the last generation.
In 1877, the American Humane Society was formed as the national organization for animal and child protection. Thirty years later, there were 354 anticruelty organizations chartered in the United States, nearly 200 of which were similarly invested in the welfare of both humans and animals. In The Rights of the Defenseless, Susan J. Pearson seeks to understand the institutional, cultural, legal, and political significance of the perceived bond between these two kinds of helpless creatures, and the attempts made to protect them.
Unlike many of today’s humane organizations, those Pearson follows were delegated police powers to make arrests and bring cases of cruelty to animals and children before local magistrates. Those whom they prosecuted were subject to fines, jail time, and the removal of either animal or child from their possession. Pearson explores the limits of and motivation behind this power and argues that while these reformers claimed nothing more than sympathy with the helpless and a desire to protect their rights, they turned “cruelty” into a social problem, stretched government resources, and expanded the state through private associations. The first book to explore these dual organizations and their storied history, The Rights of the Defenseless will appeal broadly to reform-minded historians and social theorists alike.
Trick-or-treating. Flower girls. Bedtime stories. Bar and bat mitvah. In a nation of increasing ethnic, familial, and technological complexity, the patterns of children's lives both persist and evolve. This book considers how such events shape identity and transmit cultural norms, asking such questions as:
* How do immigrant families negotiate between old traditions and new?
* What does it mean when children engage in ritual insults and sick jokes?
* How does playing with dolls reflect and construct feelings of racial identity?
* Whatever happened to the practice of going to the Saturday matinee to see a Western?
* What does it mean for a child to be (in the words of one bride) "flower-girl material"? How does that role
cement a girl's bond to her family and initiate her into society?
* What is the function of masks and costumes, and why do children yearn for these accoutrements of disguise?
Rituals and Patterns in Children's Lives suggests the manifold ways in which America's children come to know their society and themselves.
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