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Critical and Intersectional Childhood Studies: A New Theoretical Framework of Adultism from Transdisciplinary Fields of Critical Age, Gender, Race, and Disability--Studies Based on a Hawaiian Case Study of Reframing Self and Group Identity in Age-Different Learning Environments

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Title: Critical and Intersectional Childhood Studies: A New Theoretical Framework of Adultism from Transdisciplinary Fields of Critical Age, Gender, Race, and Disability--Studies Based on a Hawaiian Case Study of Reframing Self and Group Identity in Age-Different Learning Environments
Language: English
Authors: Verena Marke
Source: Taboo: The Journal of Culture and Education. 2024 22(1):124-140.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Research, Adults, Power Structure, Social Differences, Intersectionality, Social Discrimination, Behavior Standards, Social Behavior, Interdisciplinary Approach, Progressive Education, Pathology, Childrens Rights, Maturity (Individuals), Citizenship, Norms
Geographic Terms: Hawaii
ISSN: 1080-5400
2164-7399
Abstract: The article focuses on the re-constructions of power-securing structures behind social inequalities. This conceptual study aims to synthesize different transdisciplinary studies from critical age, gender, race, and disability studies to gain an intersectional view of the power effects of discriminatory social habits, practices, and structures. The results show an intersectional synthesis regarding the phenomenon of adultism. A typical definition of adultism is the abuse of power by adults towards children while adulthood/childhood are socially constructed. Adultism can be seen as the discriminatory axis of social positioning according to age or generation, consisting of subordinating social practices and attitudes that subsume into social norms and structures. The theoretical concept of adultism contains various methodological approaches and paradigms. Different fields according to social constructivism like ethnomethodology, poststructuralism, linguistics, and symbolic interactionism emerge into a new theoretical framework. Their offered terms like Doing Difference or Age, Subjectivation, and Generationing, are contrasted and brought together into a new theoretical framework and a Theory of Childilization. This theory shows a necessary shift of perspectives to the approach of critical adulthood and the question of how childhood is performed by adulthood regarding generationing practices, structures, and privileged adult acting. The new theory reveals recurring patterns, discriminatory structures, and dominating practices based on the example of adultistic narratives. These narratives combine the mentioned disciplines around the subject related to structures, interactions, and cultures. Here, using a relational perspective, unseen, unspoken, and unheard practices by adults are uncovered, and can be applied to a reframing of education and learning environments, or of negative power effects on the lower-status group of children. The theory of Childilization is enfolded in a triad of mature-normative framing, re-framings, and counter-framings to new perspectives on adultism. With empirical evidence, the article shows a re-framing of learning and identity-building on a community-based level and examples of counter-framings by young actors. In the context of a Hawaiian case study, age-different learning environments of progressive education at six schools in Oahu (n=6) can be shown. The case study illustrates examples of critical adulthood in contrast to common adultistic narratives like pathologizing, or educative ordering and the realization of some counter-framings of children. And finally, it emphasizes the necessity of conceptualizing adultism on the part of those affected--accompanied by the demand to equalize children's rights and to deconstruct adultistic concepts of "being a minor child" vs. "being a mature adult". The article is therefore challenging "good" norms and orders of adult societies, citizenship, education, and even research and sciences.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445396
Database: ERIC
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  Data: Critical and Intersectional Childhood Studies: A New Theoretical Framework of Adultism from Transdisciplinary Fields of Critical Age, Gender, Race, and Disability--Studies Based on a Hawaiian Case Study of Reframing Self and Group Identity in Age-Different Learning Environments
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  Data: <searchLink fieldCode="SO" term="%22Taboo%3A+The+Journal+of+Culture+and+Education%22"><i>Taboo: The Journal of Culture and Education</i></searchLink>. 2024 22(1):124-140.
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: The article focuses on the re-constructions of power-securing structures behind social inequalities. This conceptual study aims to synthesize different transdisciplinary studies from critical age, gender, race, and disability studies to gain an intersectional view of the power effects of discriminatory social habits, practices, and structures. The results show an intersectional synthesis regarding the phenomenon of adultism. A typical definition of adultism is the abuse of power by adults towards children while adulthood/childhood are socially constructed. Adultism can be seen as the discriminatory axis of social positioning according to age or generation, consisting of subordinating social practices and attitudes that subsume into social norms and structures. The theoretical concept of adultism contains various methodological approaches and paradigms. Different fields according to social constructivism like ethnomethodology, poststructuralism, linguistics, and symbolic interactionism emerge into a new theoretical framework. Their offered terms like Doing Difference or Age, Subjectivation, and Generationing, are contrasted and brought together into a new theoretical framework and a Theory of Childilization. This theory shows a necessary shift of perspectives to the approach of critical adulthood and the question of how childhood is performed by adulthood regarding generationing practices, structures, and privileged adult acting. The new theory reveals recurring patterns, discriminatory structures, and dominating practices based on the example of adultistic narratives. These narratives combine the mentioned disciplines around the subject related to structures, interactions, and cultures. Here, using a relational perspective, unseen, unspoken, and unheard practices by adults are uncovered, and can be applied to a reframing of education and learning environments, or of negative power effects on the lower-status group of children. The theory of Childilization is enfolded in a triad of mature-normative framing, re-framings, and counter-framings to new perspectives on adultism. With empirical evidence, the article shows a re-framing of learning and identity-building on a community-based level and examples of counter-framings by young actors. In the context of a Hawaiian case study, age-different learning environments of progressive education at six schools in Oahu (n=6) can be shown. The case study illustrates examples of critical adulthood in contrast to common adultistic narratives like pathologizing, or educative ordering and the realization of some counter-framings of children. And finally, it emphasizes the necessity of conceptualizing adultism on the part of those affected--accompanied by the demand to equalize children's rights and to deconstruct adultistic concepts of "being a minor child" vs. "being a mature adult". The article is therefore challenging "good" norms and orders of adult societies, citizenship, education, and even research and sciences.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 124
    Subjects:
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Social Differences
        Type: general
      – SubjectFull: Intersectionality
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      – SubjectFull: Social Discrimination
        Type: general
      – SubjectFull: Behavior Standards
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Progressive Education
        Type: general
      – SubjectFull: Pathology
        Type: general
      – SubjectFull: Childrens Rights
        Type: general
      – SubjectFull: Maturity (Individuals)
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      – SubjectFull: Citizenship
        Type: general
      – SubjectFull: Norms
        Type: general
      – SubjectFull: Hawaii
        Type: general
    Titles:
      – TitleFull: Critical and Intersectional Childhood Studies: A New Theoretical Framework of Adultism from Transdisciplinary Fields of Critical Age, Gender, Race, and Disability--Studies Based on a Hawaiian Case Study of Reframing Self and Group Identity in Age-Different Learning Environments
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