Hecht had originally intended to write a biography of Veríssimo. But with interviews ultimately spanning a decade, he couldn't ignore that much of what he had been told wasn’t, strictly speaking, true. In Veríssimo’s recounting of her life, a sister who had never been born died tragically, while the very same rape that shattered the body and mind of an acquaintance occurred a second time, only with a different victim and several years later. At night, with the anthropologist’s tape recorder in hand, she became her own ethnographer, inventing informants, interviewing herself, and answering in distinct voices.
With truth impossible to disentangle from invention, Hecht followed the lead of Veríssimo, his would-be informant, creating characters, rendering a tale that didn’t happen but that might have, probing at what it means to translate a life into words.
A call and response of truth and invention, mental illness and yearning, After Life is a tribute to and reinterpretation of the Latin American testimonio genre. Desire, melancholy, longing, regret, and the hunger to live beyond the confines of past and future meet in this debut novel by Tobias Hecht.
At the heart of the study lie the municipal colonies de vacances, organized by the working-class cities of the Paris red belt. Located in remote villages or along the more inexpensive stretches of the Atlantic coast, the municipal colonies gathered their young clientele into variously structured "child villages," within which they were to live out particular, ideal visions of the collective life of children throughout the long summer holiday. Focusing on the creation of and participation in these summer camps, Laura Lee Downs presents surprising insights into the location and significance of childhood in French working-class cities and, ultimately, within the development of modern France.
Drawing on a rich array of historical sources, including dossiers and records of municipal colonies discovered in remote town halls of the Paris suburbs, newspaper accounts, and interviews with adults who participated in the colonies as children, Downs reveals how diverse groups—including local Socialist and Communist leaders and Catholic seminarians—seized the opportunity to shape the minds and bodies of working-class youth. Childhood in the Promised Land shows how, in creating the summer camps, these various groups combined pedagogical theories, religious convictions, political ideologies, and theories about the relationship between the countryside and children's physical and cognitive development. At the same time, the book sheds light on classic questions of social control, highlighting the active role of the children in shaping their experiences.
With his dirty, tattered clothes and hollowed-out face, Oliver Twist is the enduring symbol of the young indigent spilling out of orphanages and haunting the streets of late-nineteenth-century London. Although poor children were often portrayed as real-life Oliver Twists—either orphaned or abandoned by unworthy parents—they in fact frequently maintained contact and were eventually reunited with their families.
In Imagined Orphans, Lydia Murdoch focuses on this discrepancy between the representation and the reality of children’s experiences within welfare institutions—a discrepancy that she argues stems from conflicts over middle- and working-class notions of citizenship that arose in the 1870s and persisted until the First World War. Reformers’ efforts to depict poor children as either orphaned or endangered by abusive or “no-good” parents fed upon the poor’s increasing exclusion from the Victorian social body. Reformers used the public’s growing distrust and pitiless attitude toward poor adults to increase charity and state aid to the children.
With a critical eye to social issues of the period, Murdoch urges readers to reconsider the complex situations of families living in poverty. While reformers’ motivations seem well intentioned, she shows how their methods solidified the public’s antipoor sentiment and justified a minimalist welfare state that engendered a cycle of poverty. As they worked to fashion model citizens, reformers’ efforts to protect and care for children took on an increasingly imperial cast that would continue into the twentieth century.
A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation.
Targeting Investments in Children tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.
The belief that with hard work and determination, all children have the opportunity to succeed in life is a cherished part of the American Dream. Yet, increased inequality in America has made that dream more difficult for many to obtain. In Too Many Children Left Behind, an international team of social scientists assesses how social mobility varies in the United States compared with Australia, Canada, and the United Kingdom. Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook show that the academic achievement gap between disadvantaged American children and their more advantaged peers is far greater than in other wealthy countries, with serious consequences for their future life outcomes. With education the key to expanding opportunities for those born into low socioeconomic status families, Too Many Children Left Behind helps us better understand educational disparities and how to reduce them.
Analyzing data on 8,000 school children in the United States, the authors demonstrate that disadvantages that begin early in life have long lasting effects on academic performance. The social inequalities that children experience before they start school contribute to a large gap in test scores between low- and high-SES students later in life. Many children from low-SES backgrounds lack critical resources, including books, high-quality child care, and other goods and services that foster the stimulating environment necessary for cognitive development. The authors find that not only is a child’s academic success deeply tied to his or her family background, but that this class-based achievement gap does not narrow as the child proceeds through school.
The authors compare test score gaps from the United States with those from three other countries and find smaller achievement gaps and greater social mobility in all three, particularly in Canada. The wider availability of public resources for disadvantaged children in those countries facilitates the early child development that is fundamental for academic success. All three countries provide stronger social services than the United States, including universal health insurance, universal preschool, paid parental leave, and other supports. The authors conclude that the United States could narrow its achievement gap by adopting public policies that expand support for children in the form of tax credits, parenting programs, and pre-K.
With economic inequalities limiting the futures of millions of children, Too Many Children Left Behind is a timely study that uses global evidence to show how the United States can do more to level the playing field.
Children from poor families generally do a lot worse than children from affluent families. They are more likely to develop behavior problems, to score lower on standardized tests, and to become adults in need of public assistance.
Susan Mayer asks whether income directly affects children's life chances, as many experts believe, or if the factors that cause parents to have low incomes also impede their children's life chances. She explores the question of causation with remarkable ingenuity. First, she compares the value of income from different sources to determine, for instance, if a dollar from welfare is as valuable as a dollar from wages. She then investigates whether parents' income after an event, such as teenage childbearing, can predict that event. If it can, this suggests that income is a proxy for unmeasured characteristics that affect both income and the event. Next she compares children living in states that pay high welfare benefits with children living in states with low benefits. Finally, she examines whether national income trends have the expected impact on children. Regardless of the research technique, the author finds that the effect of income on children's outcomes is smaller than many experts have thought.
Mayer then shows that the things families purchase as their income increases, such as cars and restaurant meals, seldom help children succeed. On the other hand, many of the things that do benefit children, such as books and educational outings, cost so little that their consumption depends on taste rather than income. Money alone, Mayer concludes, does not buy either the material or the psychological well-being that children require to succeed.
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