Children, Youth and Environments 23(2), 2013 The Global History of Childhood Reader Heidi Morrison, ed. (2012). London and New York: Routledge, 487 pages. $44.95 (paperback). ISBN 978-0-415-78249-4. Childhood is a product of a particular time and place influenced by local and national policies, market forces and wider global events such as imperialism or war. Children also actively participate, shape and transform the dominant views of childhood during any particular time. In a nutshell, children’s lives were and are multifaceted, diverse and complex. The editor of the Global History of Childhood Reader, a historian who specializes in the history of childhood in non-Western contexts, set out to “interweave into one dialogue histories of childhoods in different regions of the world” in order to “see patterns—commonalities as well as differences—in childhood [from ages 6-12]” (xiv). By structuring the collection in this way, Heidi Morrison aims to provide a comprehensive argument that an improved understanding of the structural and agential determinants that shape(d) childhood in different situations and locations can inform solutions to the problems contemporary children face. Possible root causes of, for example, child labor or children at risk are presented as a complex amalgamation of practices and events beyond local or regional boundaries and are embedded into the wider discussion of the social and cultural constructions of childhood. By grouping disparate literature in novel ways, links are drawn beyond the widely practiced discussion of issues in (geographical) isolation. The text includes a historiography of the field that not only draws on regional histories of childhood, but also its global history arranged under four larger headings. These headings include: “What Is the Global History of Childhood?,” “A Social Construct: Childhood in Different Times and Places,” “Children’s Experiences” and “Use of the Past to Articulate Solutions to Problems Facing Children Today.” Each book section is comprised of at least seven different excerpts from journal articles, book chapters, editorials or legal documents that are arranged to complement and contradict each other to provide a holistic overview of childhood in different locations. Excerpts include well-known accounts (e.g., the UN Convention on the Rights of the Child, Aries’ discovery of childhood) and less familiar ones (e.g. children’s reading in the Soviet Union, illegitimacy in Latin America). These provide experts, students or anybody interested in children’s issues with food for thought and an excellent and comprehensive basis to think, write and act outside the box. The editor skillfully and eloquently introduces each section and provides diverse avenues of thought to critically engage with and reflect upon the chapters ahead. In brief, the strength of this text is the wide range of disciplines and themes from which book excerpts and journal articles are drawn. Heidi Morrison subtlety reminds the reader about the necessity of interdisciplinary research and for embedding approaches within an© 2013 Children, Youth and Environments Book Review: The Global History of Childhood Reader 218 historical context when working for positive change for contemporary children around the world. The first part of the book traces the roots of the young field of the global history of childhood, describing four dominant shifts and introducing well-known academics such as Aries and Thorne. Beginning with the discovery of childhood and the subsequent interest in ordinary childhoods, this section closes with the recent focus on studying children as individuals defined by ethnicity, class and gender, which begins to address the multiple meanings of childhood within and beyond the Western context. The second part of the book moves deeper into the social construction and multiple meanings of childhood. It rethinks and expands the traditional narratives of contemporary childhood, unmasking “the fissures in the modern model of childhood” (116). Highlights include Najmabadi’s piece on female education in Iran in the beginning of the 20th century, Kociumbas’ juvenile convicts in Australia and Grier’s account of child labor in Southern Rhodesia. In contrast, the third part of the book is more concerned with how children create and understand their own lives, which is unfortunately limited by the sources available that account for children’s voices. Nonetheless, this section provides numerous examples of how children...
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