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Teaching “Global Childhoods”: From a Cultural Mapping of “Them” to a Diagnostic Reading of “Us/US”

  • Sarada BalagopalanEmail author
Chapter
Part of the Palgrave Studies on Children and Development book series (PSCD)

Abstract

As scholars researching children and childhood, most of us have an additional important role of teaching on these themes. Pedagogic strategies can, therefore, play a key role in encouraging students to move beyond binary categorization of children’s lives into “them” versus “us”. Often, what is left out of this reductive framing are questions of history and political economy as well as a critical reading of power, philanthropy, and the politics of media representations. This chapter offers a specific focus on the intellectual and pedagogical complexities, efforts, and challenges in teaching a course on “Global Childhoods” to undergraduates in Camden, NJ. This course compelled me to open up the “global” beyond a discussion of childhoods as multiple to instead rework the term to function as a productive node to discuss the flow of ideas, persons, commodities, media, and policies that affect children’s lives around the world, including those in Camden.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Department of Childhood StudiesRutgers, The State University of New JerseyCamdenUSA

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