Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
120 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
The last decade of the 20th century saw keen interest by researchers in changing concepts of childhood, stimulated in part by the translation into English in the 1970s of Philippe Aries' influential book, 'Centuries of Childhood'. The subsequent research has drawn on insights from various disciplines, including history, philosophy, education, the arts, literature, law and medicine. This subject examines the questions raised by this continuing body of research and relates them to current understandings of childhood and to recent changes in policies regarding children in diverse local and international contexts.
An indicative list of topics in this subject is as follows: the Aries thesis; 'tabula rasa' views of children, in particular Locke and Skinner; the devleopmental model of childhood, in particular the contribution of Darwin, Freud and Piaget; childhood innocence and responsibility; the Confucian child; the child as sexual being; the child as a spritiual being; the child as consumer; the postmodern child as active agent in the construction of its own identity. There will be particular attention to the different types of evidence used to substantiate claims about the nature of childhood, such as cultural products including paintings, children's clothing, literauterfor and about children, educational and toehr institutions for shildren and research about children and childhood. In this subject, The united Nations Convention on the Rights of the Child is a starting point for broad investigations into the changing nature of childhood (from someone in need of protection to soemone with rights) and the universality of children's right.
On completion of this subject, students should be able to:
Assignments totalling 4,000 words or equivalent
|Prescribed Texts:|| |
Archard, David (2004). Children Rights and Childhood Routledge.
|Breadth Options:|| |
This subject potentially can be taken as a breadth subject component for the following courses:
You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completing this subject, students should be able to:
|Links to further information:||http://education.unimelb.edu.au/study_with_us/breadth/youth,_citizenship_and_identity#concepts|
|Related Breadth Track(s):||
Youth, Citizenship and Identity |
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