Editorial: Theorising other childhoods in a globalised World
Editorial: Theorising other childhoods in a globalised World
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社论：全球化世界中的其他童年理论
DOI：
10.1080/14733280600806817
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
S. Holloway
中科院分区：
文献类型：
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作者：
L. Holt;S. Holloway
这一特别版是在2005年3月科罗拉多州美国地理学家协会年会上举行的一次为期一天的会议上发布的。与大会会议一样，特别版的灵感来自于集体努力批评无处不在的、正常发展的中产阶级白人儿童的主导概念化，这些儿童居住在北欧或全球北部讲英语的国家。尽管这一过程很早就开始于探索童年的“新”地理，但这一批评是否像人们所希望的那样全面和完整，仍然值得怀疑。在这篇社论中，我们指出了一些可能的方法，儿童地理学家可以在提出如何克服这些问题之前，至少部分地克服这些问题，之前他们可以复制而不是改变对童年的主导表现。最后，我们举例说明了本期中的论文，它们各自代表了一系列理论观点和经验焦点，如何共同为更彻底地抛弃无处不在的儿童和在全球化世界中重新理论性其他儿童做出贡献。儿童地理学和更广泛的儿童社会研究的核心理论成就是阐明和批评主导的儿童和青年概念化。霸权表征将年轻人塑造成“不够成熟”的成年人；简而言之，他们是成年人，而不是社会人(James等人，1998；Holloway和瓦伦丁，2000a)。此外，霸权话语将童年视为一个自然的、必要的和普遍存在的范畴，人们的发展顺序与时间年龄一致(Aitken，2001a)。关于童年的“新”地理和社会研究强调，这种对童年的理解在全球北方和全球化机构中被自然化并被接受为“常识”(Aitken，2001b)，是针对时间和地点的强大的社会结构(Holloway和瓦伦丁，2000b)。这并不是要否认成熟的具体经验(Prout，2000；Aitken，2001a)。相反，它是为了强调老龄化经历的异质性和童年成人主义结构的多样性(Robson，2004)，这有助于排斥和边缘化世界不同地区的儿童。研究儿童和青年的地理学家和社会科学家自觉地试图破坏和改变在全球北方占主导地位的童年在空间和时间上的应急结构。在儿童地理中受到挑战的普遍儿童的一个中心方面是儿童作为儿童地理的较少，第4卷，第2期，135-142,2006年8月
This special edition emerged from a day-long conference session held at the Annual Meeting of the Association of American Geographers, Colorado, in March 2005. The special edition, like the conference session, is inspired by collective endeavours to critique dominant conceptualisations of the ubiquitous, normally developing, middle-class, white, child resident in Northern European or English speaking nations of the Global North. Although this process began early in explorations of ‘new’ geographies of childhood, it is questionable whether this the critique has been as holistic and complete as might be desired. In this editorial we point to some potential ways in which children’s geographers can reproduce, rather than transform, dominant representations of childhood before suggesting how such problems might be, at least partially, overcome. We end by illustrating the ways in which the papers in this issue, which individually represent a range of theoretical perspectives and empirical foci, can collectively contribute to this more thorough jettisoning the ubiquitous child and to the retheorising other childhoods in a globalised world A central theoretical achievement of children’s geographies and broader social studies of childhood has been to illuminate and critique dominant conceptualisations of childhood and youth. Hegemonic representations cast young people as ‘less than’ adult, as adults inthe-making; in short as adult becomings rather than social beings (James et al., 1998; Holloway and Valentine, 2000a). Further, hegemonic discourses represent childhood as a natural, essential and ubiquitous category, with people sequentially developing in line with chronological age (Aitken, 2001a). ‘New’ geographies and social studies of childhood have emphasised that such understandings of childhood, which are naturalised and accepted as ‘common sense’ within the Global North and globalised institutions (Aitken, 2001b), are powerful social constructions specific to both time and place (Holloway and Valentine, 2000b). This is not to deny the embodied experience of maturing (Prout, 2000; Aitken, 2001a). Rather, it is to emphasise both the heterogeneity of experiences of aging and the diversity of adultist constructions of childhood (Robson, 2004) that serve to exclude and marginalise children in different parts of the world. Geographers and social scientists of children and young people have self-consciously sought to destabilise and transform spatially and temporally contingent constructions of childhood which dominate within the Global North. A central aspect of the universal child that has been challenged within children’s geographies is the child as ‘less of a Children’s Geographies, Vol. 4, No. 2, 135–142, August 2006