Look-normal: the colonized child of developmental science.
Look-normal: the colonized child of developmental science.
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看起来正常：发展科学的殖民产物。
DOI：
10.1037/a0021775
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发表时间：
2011
影响因子：
0.5
通讯作者：
D. Varga
中科院分区：
文献类型：
--
作者：
D. Varga
本文分析了儿童研究观察的技术、方法、材料和话语，以阐明其在儿童社会历史殖民中的作用。通过对关键文本的分析，它解释了20世纪初的儿童研究如何超越历史，种族和社会背景，以理解人类发展。儿童研究的殖民计划通过一种“白色”的发展促进了欧洲中心文化的发展。儿童是什么、能是什么，以及童年的意义，都是通过观察、记录和分析过程而脱离的，在这些过程中，时间和空间从行为中抽象出来，发展被象征为一种普遍的理想。
This article provides an analysis of the techniques, methods, materials, and discourses of child study observation to illuminate its role in the sociohistorical colonization of childhood. Through analysis of key texts it explains how early 20th-century child study provided for the transcendence of historical, racial, and social contexts for understanding human development. The colonizing project of child study promoted the advancement of Eurocentric culture through a generic "White" development. What a child is and can be, and the meaning of childhood has been disembodied through observation, record keeping, and analytical processes in which time and space are abstracted from behavior, and development symbolized as a universal ideal.