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Children and Knowledge: Contemporary and Historical Perspectives from India
Children and Knowledge: Contemporary and Historical Perspectives from India in Bloomington, MN
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Children and Knowledge
sheds light on what it is to be a child in India in the contemporary moment and in history.
While acknowledging the ways Indian children are situated within structures of power, this volume foregrounds innovative methodologies for conducting research into childhood and children’s lives that meaningfully engage with young people’s understandings, stories and agency. The chapters probe conceptualisations of Indian childhoods, and interrogate both singularising models of childhood and the idea of ‘multiple childhoods’. The contributors use the theme 'children and knowledge' to analyse young people’s interactions with institutions of modernity and social structures – including gender, family, class, community and caste, as well as media, markets and development – that often marginalise and frame children in multiple, cumulative ways. The chapters juxtapose and triangulate three approaches to knowledge: knowledge about children; knowledge for children; and children’s own knowledge. Taken together, the chapters demonstrate how this juxtaposition is a useful framework for the analysis of historical and contemporary Indian social processes.
Demonstrating that understanding Indian children’s experiences and knowledgeable perspectives is fundamental to any proper understanding of social complexity and change
will be of great interest to scholars of childhoods studies, gender, education and South Asian studies. The book was originally published as a special issue of
South Asian History and Culture
.
sheds light on what it is to be a child in India in the contemporary moment and in history.
While acknowledging the ways Indian children are situated within structures of power, this volume foregrounds innovative methodologies for conducting research into childhood and children’s lives that meaningfully engage with young people’s understandings, stories and agency. The chapters probe conceptualisations of Indian childhoods, and interrogate both singularising models of childhood and the idea of ‘multiple childhoods’. The contributors use the theme 'children and knowledge' to analyse young people’s interactions with institutions of modernity and social structures – including gender, family, class, community and caste, as well as media, markets and development – that often marginalise and frame children in multiple, cumulative ways. The chapters juxtapose and triangulate three approaches to knowledge: knowledge about children; knowledge for children; and children’s own knowledge. Taken together, the chapters demonstrate how this juxtaposition is a useful framework for the analysis of historical and contemporary Indian social processes.
Demonstrating that understanding Indian children’s experiences and knowledgeable perspectives is fundamental to any proper understanding of social complexity and change
will be of great interest to scholars of childhoods studies, gender, education and South Asian studies. The book was originally published as a special issue of
South Asian History and Culture
.
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