The Future of Childhood 展望童年

1. The Future of Childhood 展望童年 Prout, A. Introduction Chap. 1-2

2. Institute of Education Room WE046 University of Warwick Coventry CV4 7AL UK Tel: 024 7652 2301 Fax: 024 7652 4177 Email: A.Prout@warwick.ac.uk

3. 經歷 • Alan joined WIE as Professor of Sociology and Childhood Studies in 2005. • He has researched and taught at a number of UK universities, including Cambridge, Keele and Sirling. • He was also Visitng Professor at Roskilde University. • He was Director of the Economic and Social Research Council's Research Programme "Children 5-16". This large research initiative looked at contemporary childhood in Britain through twenty-two different projects. • He was editor of the FalmerRoutledge book series "The Future of Childhood", as well as author of a book of the same name. • SOCIOLOGY, ANTHORPOLOGY, HISTORY,NATURAL SCIENCES

4. 研究興趣 • The social study of childhood. • Childhood and social theory. • Children's Participation. • Children's Services; • Childhood and socio-technical relations; • Health Education; • Children's everyday lives

5. E-play: Young Children Learning with Technology at Home., ESRC, Project Start Date: 01/01/2008 Project End Date: 30/06/2011 • E-Play: Amendment to Contract, ESRC, Project Start Date: 01/01/2008 Project End Date: 30/06/2011

6. Prout, A (2008) 'Culture-nature and the construction of childhood' in The International handbook of Children, Media and Culture, Editors: Drotner, K and Livingstone, S, London: Sage • Prout, A (2008) 'Participation, policy and changing conditions of childhood' in Transforming Learning in Schools and Communities: the remaking of educatio for a cosmopolitan society, Editors: Lingard, B., Nixon, J and Ranson, S, London: Continuum Press • Prout, A (2006) Children, Young People and Social Inclusion Editors: Prout, A, Tisdall, K, Hill, M, Davies, J (978-1861346629) Bristol: Policy Press • Prout, A (2006) 'Conclusion: social inclusion, the welfare state and understanding children's participation' in Children, Young People and Social Inclusion, Editors: Tisdall, K., Davis, J., Hill, M and Prout, A, Bristol: Policy Press • Prout, A (2005) The Future of Childhood: Towards the Interdisciplinary Study of Children (0415256755) London: Falmer Press

7. 主旨 • 論點:以跨學科的方式研究兒童 the interdisciplinary study of children (childhood) • 論述歷程 • 假設 • Assumption, proposition, arguments • 論述過程的連貫性 • Childhood is heterogeneous & complex

8. 整本書的重要觀點 • 現代社會 童年的特徵 • 從歷史的觀點—19th 20th 開始探究 童年 • Nature/culture dichotomy 天生(自然)/教養(文化) 的二分法 • 現代社會 人工產物和科技 (material artifacts and technologies) 對童年的影響 • 注音符號 • 電腦鍵盤上的注音符號 • 遊戲機 (任天堂)

9. Outline • Changing childhood in a globalizing world • Childhood studies and the modern mentality • The dualities of the social • Childhood, nature and culture • The future of childhood

10. Chap. 1: Changing childhood in a globalizing world • Introduction • Childhood & Modernity • Childhood representations • Images of global childhood • The disappearance of childhood

11. Globalization and childhood • Economic globalization • The gradients of childhood inequality • Childhood poverty in the rich countries • The family in late modernity • Demographic trends in childhood • Transnational migration

12. Childhood and cultural globalization • Childhood and individualization • Children’s rights • Regulating children

13. Chap.1: conclusion • 何謂childhood？Crisis of representation • 一個共通性的「童年」概念，但同時覺知「童年」的多樣性 • Childhood & adulthood 間的界線是模糊的，但也不是沒有界線 (童年並未消逝) • 「童年」的概念不是靜態的 (not a stable entity)；「童年」處於所在情境中 (社會、歷史、經濟)，是多樣且複雜的，(destablized)

14. 「童年」應該趕上社會的改變 (is caught up in patterns of change) • 不以二分或對立的方式探究「童年」 • 提出不是對立或二分的觀點，跳脫現代性或現代主義的說法 (三個理由) • 提出新的了解和分析「童年」的方式 • 探究 使得「童年」模糊和不確定的「歷程」和「物件」(materials) ，以了解未來的童年

15. 童年是多元的，在現今的政治、經濟、社會、家庭下討論當下的兒童或童年童年是多元的，在現今的政治、經濟、社會、家庭下討論當下的兒童或童年 • 動態 和 多元的童年—不是靜態、單一的；也全無overall pattern的存在 • 當下的政治、經濟、社會情境是什麼？ • 媒體 • 貧富差距、 • 家庭、跨國灰姑娘、女性

16. Chap.2

17. Chap. 2: Childhood studies and the modern mentality • Introduction • The modern mentality • Culture & nature • Purification and mediation • History of childhood studies • Darwin and the Child Study movement • Pediatric medicine • Child psychology • The rise of social • Social constructionism

18. 19世紀末到20世紀---現代性 與 童年 • the emergence of childhood • Particular form of childhood • Which is separated from 「adulthood」 • Concept of children • Innocence • Dependent • Vulnerable • Generally incompetent • In need of protection and discipline

19. Childhood is Private sphere • School attendance • Removal of children from paid work --孟加拉的例子 • Modernity is the search for order, purity, and the drive to exclude ambivalence • Binary thinking • Two mutual-exclusive kinds of entity • Feature of Post-Enlightenment thinking

20. Nature vs. Culture • Boyle vs. Hobbes • Modernism consists of double set of practices • Needs teo kinds of intellectual works to hybridize them • work of mediation • Work of purification • Latour poses a stark and radical alternative • Only when we pay attention to both the work of mediating nature and culture and purifying

21. Child study movement • Child as a natural primitive • Children as a concern of nation (a bio-political concern) • Compulsory education • Child psychology –the 2nd emerging discipline in 20th century • Defining「normal」

22. Criticism to Child Psychology--Late 20th century • Brofenbrenner • Vygotsky • Childhood as a variable and changing entity • Social and culture are important • The methodology • additive • Gesell, Behaviorism, Piaget

23. Social constructionism—1990後 • Sociological hermeneutics • Post-structuralist liguistics • Social action and interaction are meaningful • Social life has hermeneutic properties • Interpretated or read like a text • Meaning Is not generated by referents outside the texts but by the structure of relationships between the terms and the text • The more nuts and bolts—the more it bacomes apparent

24. Not the mirror images of the real • Different representation of the same thing can be produced, reflecting different points of view and social interests • We regard childhood as constructed through its telling, there can only be stories and storytellers of childhood---Stainton-Rogers & Stainton-Rogers, 1992)

25. chap 2: conclusion • Childhood as a heterogeneous assembly • Social • Technological • Biological • an「Impure」entity • methodology

26. Chap 3: The dualities of the social • Introduction • The sociology of childhood • Modernist sociology • The dichotomies of childhood sociology • Structure and agency • Individual and society • Being and becoming

27. Strategies towards an included middle • Resources for an included middle • Actor-network theory • Complexity and non-linear systems • Generational relations • Life courses and heterogeneous becoming

28. Chap 4: Childhood, nature and culture • Introduction • Science and society • The legacy of the sociobiology episode • Contemporary social biology • The evolution of juvenility in animal species • Primates and humans • Primate juvenility • The body, childhood and society • Bio-technical-social translation

29. Chap 5: The future of childhood • Introduction • Children & mundane artifacts • Information & communication technologies (訊息和溝通科技) • Reproductive technology (生殖科技) • Children & psychopharmaceuticals

30. Chap 5: Introduction • 世界是多元且異質的 • 世界，包括人類和社會，(自然與科技) (歷史與文化)，等各方面的元素，組合成的集合體，因此不單純的以二元對立的取向看待 • 孩子，Plane of immanence • plane of organization (school family) • (Deleuze & Guattari) • --------transform

31. Chap 5: conclusion • 童年以及和孩子相關的現象形成一個異質性的集合體。且科技，作為生理和社會的產物，反過頭來又影響科技的形成 • 注音符號，要學；因為有注音符號，反過來形成「台灣的鍵盤」，現在是不學不行 • Created by their interweaving • Create new assemblages, possibilities, problems • In a non-teleological processes

32. A new boundary being negotiated • Destabilized the boundary between public and private；between adults and children • Destabilized the natural order of the generations • 這些物質的人工產物，或文化產物，的確提供了文化和(自然)天生，社會和科技的集合體-讓我們探究童年，或理解未來童年的軌跡

33. Chap 5: conclusion • Reconceptulization of childhood • 「童年」不是一個一元(unitary)的現象，而是連結和去連結，融合和區分許多異質性的資料，多重建構而成的。 • 每一個建構都是特殊的，且從個體到其童年所鑲嵌在的歷史情境，都有著非線性的歷史，有著開放性的，且非目的論的建構過程

34. 研究方法不能簡化到只從某一層面 • 絕非二元論的 • 檢驗二元論的問題所在，並以此思考「童年」建構的gradients • 系統性的研究 • 結合對人或非人類重要的元素 • 對決定性的因素不要有先前的假設 • 以開放的方式，讓結果自實徵探究中浮現

35. 我的疑問 • Children • Childhood • 展望童年 • 未來的童年 • 童年的未來—童年研究的未來 & 未來的童年

36. 建議書籍 • The sociology of childhood • Corsaro • The culture nature of human development • Rogoff, B. (2003) • 人類發展的文化本質, 心理出版 • 幸曼玲、李昭明、陳欣希 翻譯 • Beyond the quality of early childhood education