Rachel Rosen

Bordering social reproduction explores what happens when migrants subject to policies that seek to deny them the means of life nonetheless endeavour to make and sustain meaningful lives. Developing innovative theorisations of welfare bordering, the volume provides rich ethnographic insights into the everyday lives of destitute mothers and children who are denied mainstream welfare support in the United Kingdom due to their immigration status. This book shows how enforced destitution and debt work alongside detention and deportation as part of a tripartite of exclusionary technologies of the racial state. It advances the novel concept of weathering to comprehend mother’s and children’s life-making practices under duress – arguing that these are neither acts of heroic resilience nor solely symptomatic of lives rendered disposable, but indications of the fragilities of repressive migration regimes and, on occasion, refusals to accept their terms of existence.

Dieses Buch war Teil meines Studiums im MA Sociology of Childhood and Children's Rights, am Institute of Education, University College London. Ziel dieses Buches ist es, die Erfahrungen von unbegleiteten Minderj hrigen vor und w hrend ihrer Migration zu untersuchen. Dar ber hinaus soll es zu einem besseren Verst ndnis dieser Kinder beitragen, in der Hoffnung, dass dies nicht nur zur Verbesserung der ihnen angebotenen Dienstleistungen beitr gt, sondern auch Menschen beeinflusst, die der Migration von Kindern negativ gegen berstehen. Daher fand meine Untersuchung in einem Heim in Athen, Griechenland, statt, das von einer NRO geleitet wird. F r diese Fallstudie verwendete ich qualitative Methoden, wie Gruppenaktivit ten und Interviews. Die Teilnehmer waren Jungen im Alter zwischen 12 und 18 Jahren.

Cet ouvrage s'inscrit dans le cadre de mes tudes de ma trise en sociologie de l'enfance et des droits de l'enfant, l'Institute of Education, University College London. L'objectif de ce livre est d'explorer les exp riences des mineurs non accompagn s, avant et pendant leur migration. En outre, il vise mieux comprendre ces enfants, dans l'espoir que cela puisse contribuer non seulement l'am lioration des services qui leur sont offerts, mais aussi influencer les personnes qui ont une attitude n gative l' gard de la migration des enfants. Ma recherche s'est donc d roul e dans un foyer dirig par une ONG, Ath nes, en Gr ce. Pour r aliser cette tude de cas, j'ai utilis des m thodes qualitatives, telles que des activit s de groupe et des entretiens. Les participants taient des gar ons g s de 12 18 ans.

Este livro fez parte dos meus estudos no MA Sociology of Childhood and Children's Rights, no Institute of Education, University College London. O objectivo deste livro explorar as experi ncias dos menores n o acompanhados, antes e durante a sua migra o. Al m disso, tem como objectivo ajudar a compreender melhor estas crian as, esperando que isso possa ajudar n o s a melhorar os servi os que lhes s o oferecidos, mas tamb m a influenciar as pessoas que t m uma atitude negativa em rela o migra o das crian as. Assim, a minha investiga o teve lugar num abrigo dirigido por uma ONG, em Atenas, na Gr cia. Para realizar este estudo de caso, utilizei m todos qualitativos, tais como actividades de grupo e entrevistas. Os participantes eram rapazes, com idades compreendidas entre os 12 e os 18 anos.

Questo libro fa parte dei miei studi al MA Sociology of Childhood and Children's Rights, presso l'Institute of Education dell'University College di Londra. Lo scopo di questo libro esplorare le esperienze dei minori non accompagnati, prima e durante la loro migrazione. Inoltre, si propone di contribuire a una migliore comprensione di questi bambini, sperando che ci possa aiutare non solo a migliorare i servizi offerti a loro, ma anche a influenzare le persone che hanno un atteggiamento negativo nei confronti della migrazione dei bambini. La mia ricerca si svolta in un centro di accoglienza diretto da una ONG ad Atene, in Grecia. Per realizzare questo studio di caso ho utilizzato metodi qualitativi, come attivit di gruppo e interviste. I partecipanti erano ragazzi di et compresa tra i 12 e i 18 anni.

This new edition of Lesbianism allows one to understand lesbianism as a way of life. The original 1965-1966 research study is included in its entirety. Unlike Freud, who based his view that lesbianism was a mental disorder on a single case study, this breakthrough and innovative research project concerns interviews and psychological testing of 26 lesbians who were not psychiatric patients. And, as one would predict, these lesbians were not disturbed, as far as mental health was concerned. The original research was done before homosexuality was removed as a mental disorder. It seems odd today to even consider Freud's view as accurate. We have come a long way in recognizing that one's sexual preference is just that. This study was a pioneering one that disproved a false idea that lesbianism was evidence of an emotional disorder. And this 2020 edition includes a conversation about the book with Rachel Rosen, who is a lesbian. The dialogue between the author and his daughter provides insightful questions and a true understanding of lesbianism.

Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process? Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility. This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.

Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process? Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility. This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.