The (im)possibilities of dialogue across feminism and childhood scholarship and activism

The relations between those positioned as women and as children, and the political and intellectual consequences of how we conceptualise these connections, has received only scant attention. In this article we describe a symposium and on-going project which aim to bring together community-based and academic scholars to debate the intersections and perceived antagonisms between various forms of feminism and the politics of childhood. We trace how these intersections have been debated in the literature and outline the potential benefits and pitfalls of encouraging further connections between these fields. Drawing on our symposium experience, we also outline the challenges involved in bringing together academic and community-based scholars and activists, and consider the implications for similar future endeavours

Environmental and Economic Implications of Alternative Cruise Ship Pathways in Bermuda

As the cruise ship industry moves towards ever larger vessels, many tourist destinations are faced with dilemmas about how to accommodate the latest generation of ships, which require deeper and wider shipping pathways. The location of nearshore shipping channels traveled by cruise ships has important environmental and economic implications, as dredging larger lanes damages habitat, ship traffic produces sediment plumes that can smother adjacent sensitive habitats (e.g., coral reefs, seagrass beds), and dredging costs vary spatially. These environmental and economic costs should ideally be evaluated in the context of projected benefits from increased tourism. To inform decision-making on cruise ship pathway design, we evaluated tradeoffs among tourism revenue to the local economy, dredging costs, direct coral damage and sedimentation impacts to coral reefs of alternative cruise ship approach channels for the island of Bermuda. We compiled economic data on cruise tourism and dredging costs and developed a sediment particle tracking model, overlaid on maps of coral cover, to track the spread of sediment particles and resulting coral sedimentation caused by cruise ships. Using our models we compared two viable routes, if dredged, for larger ships to reach Bermuda, along with a scenario of no dredging in which the next generation of larger ships is not accommodated. Our tradeoff analysis shows that the status quo (no dredging; no larger ships) scenario performs relatively well except for the risk of a significant loss in tourism revenue. When selecting between the two channel upgrade scenarios, the south channel upgrade is preferable if dredged material can be reused, thereby recouping dredging costs; otherwise, there is a strong tradeoff between upgrade costs and coral sedimentation. While developed with data layers and inputs specific to Bermuda, this analytical approach could easily be configured to other locations facing similar spatial planning decisions about whether and where to allow pathways for larger cruise ships

Cross-Domain Associations Between Motor Ability, Independent Exploration, and Large-Scale Spatial Navigation; Attention Deficit Hyperactivity Disorder, Williams Syndrome, and Typical Development.

In typical infants, the achievement of independent locomotion has a positive impact on the development of both small-scale and large-scale spatial cognition. Here we investigated whether this association between the motor and spatial domain: (1) persists into childhood and (2) is detrimental to the development of spatial cognition in individuals with motor deficits, namely, individuals with attention deficit hyperactivity disorder (ADHD) and individuals with Williams syndrome (WS). Despite evidence of a co-occurring motor impairment in many individuals with ADHD, little is known about the developmental consequences of this impairment. Individuals with WS demonstrate impaired motor and spatial competence, yet the relationship between these two impairments is unknown. Typically developing (TD) children (N = 71), individuals with ADHD (N = 51), and individuals with WS (N = 20) completed a battery of motor tasks, a measure of independent exploration, and a virtual reality spatial navigation task. Retrospective motor milestone data were collected for the ADHD and WS groups. Results demonstrated a relationship between fine motor ability and spatial navigation in the TD group, which could reflect the developmental impact of the ability to manually manipulate objects, on spatial knowledge. In contrast, no relationships between the motor and spatial domains were observed for the ADHD or WS groups. Indeed, while there was evidence of motor impairment in both groups, only the WS group demonstrated an impairment in large-scale spatial navigation. The motor-spatial relationship in the TD, but not the ADHD and WS groups, suggests that aspects of spatial cognition can develop via a developmental pathway which bypasses input from the motor domain

Beings in their own right? Exploring Children and young people's sibling and twin relationships in the Minority World

This paper examines the contributions that the sociological study of sibship and twinship in the Minority World can make to childhood studies. It argues that, in providing one forum within which to explore children and young people's social relationships, we can add to our understanding of children and young people's interdependence and develop a more nuanced understanding of agency. As emergent subjects, children, young people and adults are in a process of ‘becoming’. However, this does not mean that they can ‘become’ anything they choose to. The notion of negotiated interdependence (Punch 2002) is useful in helping us to grasp the contingent nature of children and young people's agency

Understanding children’s constructions of meanings about other children: implications for inclusiveeducation

This paper explores the factors that influence the way children construct meanings about other children, and especially those who seem to experience marginalisation, within school contexts. The research involved an ethnographic study in a primary school in Cyprus over a period of 5 months. Qualitative methods were used, particularly participant observations and interviews with children. Interpretation of the data suggests that children's perceptions about other children, and especially those who come to experience marginalisation, are influenced by the following factors: other children and the interactions between them; adults’ way of behaving in the school; the existing structures within the school; and the cultures of the school and the wider educational context. Even though the most powerful factor was viewed to be the adults’ influence, it was rather the interweaving between different factors that seemed to lead to the creation of particular meanings for other children. In the end, it is argued that children's voices should be seen as an essential element within the process of developing inclusive practices.<br/

XMM-Newton and Swift observations of WZ Sge: spectral and timing analysis

WZ Sagittae is the prototype object of a subclass of dwarf novae, with rare and long (super)outbursts, in which a white dwarf primary accretes matter from a low mass companion. High-energy observations offer the possibility of a better understanding of the disk-accretion mechanism in WZ Sge-like binaries. We used archival XMM-Newton and Swift data to characterize the X-ray spectral and temporal properties of WZ Sge in quiescence. We performed a detailed timing analysis of the simultaneous X-ray and UV light curves obtained with the EPIC and OM instruments on board XMM-Newton in 2003. We employed several techniques in this study, including a correlation study between the two curves. We also performed an X-ray spectral analysis using the EPIC data, as well as Swift/XRT data obtained in 2011. We find that the X-ray intensity is clearly modulated at a period of about 28.96 s, confirming previously published preliminary results. We find that the X-ray spectral shape of WZ Sge remains practically unchanged between the XMM-Newton and Swift observations. However, after correcting for inter-stellar absorption, the intrinsic luminosity is estimated to be about 2.65X10^ 30 erg/s/cm^2 and 1.57X10^30 erg/s/cm^2 in 2003 and 2011, respectively. During the Swift/XRT observation, the observed flux is a factor of about 2 lower than that observed by XMM-Newton, but is similar to the quiescent levels observed various times before the 2001 outburst.Comment: Accepted for publication on A&A.10 pages, 9 figure

Love, rights and solidarity: studying children's participation using Honneth's theory of recognition

Recent attempts to theorize children’s participation have drawn on a wide range of ideas, concepts and models from political and social theory. The aim of this article is to explore the specific usefulness of Honneth’s theory of a ‘struggle for recognition’ in thinking about this area of practice. The article identifies what is distinctive about Honneth’s theory of recognition, and how it differs from other theories of recognition. It then considers the relevance of Honneth’s conceptual framework to the social position of children, including those who may be involved in a variety of ‘participatory’ activities. It looks at how useful Honneth’s ideas are in direct engagement with young people’s praxis, drawing on ethnographic research with members of a children and young people’s forum. The article concludes by reflecting on the implications of this theoretical approach and the further questions which it opens up for theories of participation and of adult–child relations more generally

Investigating child participation in the everyday talk of a teacher and children in a preparatory year

In early years research, policy and education, a democratic perspective that positions children as participants and citizens is increasingly emphasized. These ideas take seriously listening to children’s opinions and respecting children’s influence over their everyday affairs. While much political and social investment has been paid to the inclusion of participatory approaches little has been reported on the practical achievement of such an approach in the day to day of early childhood education within school settings. This paper investigates talk and interaction in the everyday activities of a teacher and children in an Australian preparatory class (for children age 4-6 years) to see how ideas of child participation are experienced. We use an interactional analytic approach to demonstrate how participatory methods are employed in practical ways to manage routine interactions. Analysis shows that whilst the teacher seeks the children’s opinion and involves them in decision-making, child participation is at times constrained by the context and institutional categories of “teacher” and “student” that are jointly produced in their talk. The paper highlights tensions that arise for teachers as they balance a pedagogical intent of “teaching” and the associated institutional expectations, with efforts to engage children in decision-making. Recommendations include adopting a variety of conversational styles when engaging with children; consideration of temporal concerns and the need to acknowledge the culture of the school

Cross-Domain Associations Between Motor Ability, Independent Exploration, and Large-Scale Spatial Navigation; Attention Deficit Hyperactivity Disorder, Williams Syndrome, and Typical Development

In typical infants, the achievement of independent locomotion has a positive impact on the development of both small-scale and large-scale spatial cognition. Here we investigated whether this association between the motor and spatial domain: (1) persists into childhood and (2) is detrimental to the development of spatial cognition in individuals with motor deficits, namely, individuals with attention deficit hyperactivity disorder (ADHD) and individuals with Williams syndrome (WS). Despite evidence of a co-occurring motor impairment in many individuals with ADHD, little is known about the developmental consequences of this impairment. Individuals with WS demonstrate impaired motor and spatial competence, yet the relationship between these two impairments is unknown. Typically developing (TD) children (N = 71), individuals with ADHD (N = 51), and individuals with WS (N = 20) completed a battery of motor tasks, a measure of independent exploration, and a virtual reality spatial navigation task. Retrospective motor milestone data were collected for the ADHD and WS groups. Results demonstrated a relationship between fine motor ability and spatial navigation in the TD group, which could reflect the developmental impact of the ability to manually manipulate objects, on spatial knowledge. In contrast, no relationships between the motor and spatial domains were observed for the ADHD or WS groups. Indeed, while there was evidence of motor impairment in both groups, only the WS group demonstrated an impairment in large-scale spatial navigation. The motor-spatial relationship in the TD, but not the ADHD and WS groups, suggests that aspects of spatial cognition can develop via a developmental pathway which bypasses input from the motor domain

Ethical and methodological issues in engaging young people living in poverty with participatory research methods

This paper discusses the methodological and ethical issues arising from a project that focused on conducting a qualitative study using participatory techniques with children and young people living in disadvantage. The main aim of the study was to explore the impact of poverty on children and young people's access to public and private services. The paper is based on the author's perspective of the first stage of the fieldwork from the project. It discusses the ethical implications of involving children and young people in the research process, in particular issues relating to access and recruitment, the role of young people's advisory groups, use of visual data and collection of data in young people's homes. The paper also identifies some strategies for addressing the difficulties encountered in relation to each of these aspects and it considers the benefits of adopting participatory methods when conducting research with children and young people