The
Sixth Edition of William A. Corsaro and Judson G. Everitt′s groundbreaking text discusses children and childhood from a sociological perspective—providing in-depth coverage of social theories of childhood, the peer cultures and social issues of children and youth, and children and childhood within the frameworks of culture and history. This revised edition has been thoroughly updated to incorporate the latest research and the most pertinent information so readers can engage in powerful discussions on a wide array of topics.
Inhaltsverzeichnis
PART ONE: THE SOCIOLOGICAL STUDY OF CHILDHOOD
1. Social Theories of Childhood
2. The Structure of Childhood and Children’s Interpretive Reproductions
3. Studying Children and Childhood
PART TWO: CHILDREN, CHILDHOOD, AND FAMILIES IN HISTORICAL AND CULTURAL CONTEXT
4. Historical Views of Childhood and Children
5. Social Change, Families, and Children
PART THREE: CHILDREN’S CULTURES
6. Children’s Peer Cultures and Interpretive Reproduction
7. Sharing and Control in Initial Peer Cultures
8. Conflict and Differentiation in the Initial Peer Culture
9. Preadolescent Peer Cultures
PART FOUR: CHILDREN, SOCIAL PROBLEMS, AND THE FUTURE OF CHILDHOOD
10. Children, Social Problems, and the Family
11. Children, Social Problems, and Society
12. The Future of Childhood
Über den Autor
Judson G. Everitt is an Associate Professor in the Department of Sociology at Loyola University Chicago. He has served on the faculty at Loyola since 2009. Dr. Everitt earned his Ph.D. in sociology at Indiana University with a doctoral minor in Educational Leadership and Policy Studies. His research examines the interconnections among organizations, culture, and socialization with a particular focus on the professions. His prior work examines teachers’ professional socialization in his book, Lesson Plans: The Institutional Demands of Becoming a Teacher (2018), and he recently coauthored an updated edition of The Sociology of Education with Jeanne Ballantine and Jenny Stuber (2022). His most recent work examines how medical students interpret and respond to institutional pressures in health care through the student cultures they form in medical school.
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