Where could modern children find joy? In Uganda, some found it in a leper home. In New Zealand, others found it through Christian faith and their minister’s sermons. Where did young people learn about fear, but also about defiance? Some learnt in family settings, by their fathers’ examples, while others learnt in public school. Where could late nineteenth-century Indian girls learn ‘reasoned emotion’? Some ‘experts’ maintained they could learn it through marriage and conjugal love. In England after the Second World War, other ‘experts’ insisted that architecture could condition or facilitate a child’s emotional self-governing. Where could children seek out ‘healing feelings’ after wartime fear, grief and deprivation? Some found them in singing together, some found them in their lived spaces, while others found them through feelings of patriotism. Still others did not feel what they were ‘supposed’ to feel at all. Were ‘hot’ or ‘cold’ feelings desirable in early republican Colombian children? What was an effective way to get American boys to really feel American? Was grief for deceased children an effective means to lobby for legislative change in England? This book introduces such a rich heterodoxy of childhood and emotional development and experience, contextualized by an equally diverse range of pedagogical, parenting and policy approaches to childhood emotions. But where there is empirical diversity, the scholars assembled here have found new, common questions and novel approaches, which suggest innovative theoretical and methodological ways forward for the history of childhood, through the history of emotions.
KeywordsModern History Emotional Community Emotional Formation Emotional Education Conjugal Love
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