terms

Indigenous

•“Originating or occurring naturally in a particular place; native.” indigena

•Regarding peoples: often political; notices similarities of struggles amongcolonized peoples around the globe

•Most commonly used, progressive terminology in academia

•Used by United Nations in their Declaration on the Rights of Indigenous Peoples (2007)

Aboriginal

•“Inhabiting or existing in a land from the earliest times or from before the arrival of colonists; indigenous.”

•ab origine

First Nations

A term that came into common usage in the 1970s to replace the word "Indian," which some people found offensive. Although the term First Nation is widely used, no legal definition of it exists.

Inuit

An Aboriginal people in Northern Canada, who live in Nunavut, Northwest Territories, Northern Quebec and Northern Labrador. The word means "people" in the Inuit language — Inuktitut. The singular of Inuit is Inuk.

Métis

People of mixed First Nation and European ancestry who identify themselves as Métis, as distinct from First Nations people, Inuit or non-Aboriginal people. The Métis have a unique culture that draws on their diverse ancestral origins, such as Scottish, French, Ojibway and Cree.

Native

General term: sometimes used, but imprecise. In American context: Native American is widely used

Indian

•Generally seen as an offensive term to use, or call someone, sometimes reappropriated as NDN

•Sometimes used in academia to refer to historic constructions

•Legally, Indian Act is still a part of Canadian Law

Band

A body of First Nations People for whose collective use and benefit lands have been set apart or money is held by the Crown, or declared to be a band for the purposes of the Indian Act. Each band has its own governing band council, usually consisting of one chief and several councillors. Community members choose the chief and councillors by election, or sometimes through custom. The members of a band generally share common values, traditions and practices rooted in their ancestral heritage.

Poverty

•Lack of money to meet one’s basic needs

•Food, clothing, shelter, education

•Used to be referred to as being poor

•Move away from this language on basis of value judgement implied

●“Poor person”

•Often now referred to as living in poverty, as it is related to the conditions of the society(economy, social programs and policies) more than the individual

•Social exclusion is also used in Europe

•Child poverty as a child living in poverty

•The family’s income and other elements affect this

 

 

LICO

low income cut off, family earns below the average earnings as relates to basic necessities of life (calculated by consumer price index) in relation to where they live, and family size

LIM

•LIM low income measure, family earns less than the median earnings irrespective of where they live, but including family size

Poverty gap

how much less the family’s income is below LIM or LICO

Market basket measure

how much a family needs to earn to eat a standard basket of groceries, often referred to as the poverty line

Key Findings from the 2024 National Report Card

•Nearly 1.4 million children live in poverty in Canada, or roughly 1 in 5 children.

•From 2021 to 2022, the child poverty rate rose by 2.5 percentage points, the largest annual increase in child poverty on record (+195,170 children).

•Families are living in deeper poverty.  On average, family incomes fell $14, 276 below the low income measure, after tax in 2022 compared to $10,050 in 2015.

•Child poverty increased in every province and territory.  The highest increase for children under 18 was in Nunavut (+6 percentage points) and among the provinces in Ontario (+3.5 percentage points).

•More than 110,000 families with children fell into poverty in 2022.

•Nearly all children (99%) under 18 years old who do not live in families live in poverty.

•Nearly one in two children (45%) growing up in lone-parent families live in poverty.:

Corporal Punishment

•“Section 43 of the Criminal Code of Canada, enacted in 1892, currently reads as follows:

•Every schoolteacher, parent or person standing in the place of a parent is justified in using force by way of correction toward a pupil or child, as the case may be, who is under his care, if the force does not exceed what is reasonable under the circumstances.”

•the force used must be intended to educate or correct the child;

•the force used must be to restrain, control or express disapproval of the actual behaviour;

•the child must be capable of benefiting from the discipline. In other words, factors such a child’s age and disability will influence the child’s ability to learn from the use of force;

•the force used must be “reasonable under the circumstances” and not offend society’s view of decency. (PLEIS-NB 2007:1)

Postman, Neil. The Disappearance of Childhood. London: Comet Book, 1985.

•One of the key authors in this discourse is Neil Postman

•Postman’s thesis is that media created childhood

•Books and literacy allowed secrets to be shared through the written word

•And similarly that childhood is being diminished by television

•Children see things that were formerly reserved for adults

His conclusion : Postman’s Six Questions Summarized

•Was childhood discovered or invented?

•“Childhood is analogous to language learning. It has a biological basis but cannot be realized unless a social environment triggers and nurtures it, that is, has need of it.” (Postman, 1982:  144)

•Does the decline of childhood signify a general decline of American culture?

•Somewhat: “Americans have not yet begun to think.” (Postman, 1982: 146), they have let technology run their nation

•To what extent do the Moral Majority and other Fundamentalist groups contribute toward the preservation of childhood?

•Not much, the damage has been done…

•Are there any communication technologies that have the potential to sustain the need for childhood?

•The computer (!) since it allows more to access (many to many communication)

•Are there any social institutions strong enough or committed enough to resist the decline of childhood?

•The family and the school

•Is the individual powerful enough to resist what is happening?

•No, but resistance is useful, it’s a move in the right direction

Sun, Chyng-Feng et al. Mickey Mouse Monopoly. Northampton, MA: Media Education Foundation, 2002. Film.

The Disney Company's massive success in the 20th century is based on creating an image of innocence, magic and fun. Its animated films in particular are almost universally lauded as wholesome family entertainment, enjoying massive popularity among children and endorsement from parents and teachers.

 

•Mickey Mouse Monopoly takes a close and critical look at the world these films create and the stories they tell about race, gender and class and reaches disturbing conclusions about the values propagated under the guise of innocence and fun. This daring new video insightfully analyses Disney's cultural pedagogy, examines its corporate power, and explores its vast influence on our global culture. Including interviews with cultural critics, media scholars, child psychologists, kindergarten teachers, multicultural educators, college students and children, Mickey Mouse Monopoly will provoke audiences to confront comfortable assumptions about an American institution that is virtually synonymous with childhood pleasure.

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Online Harms Act…

•The purposes of this Act are to

•(a) promote the online safety of persons in Canada;

 

•(b) protect children’s physical and mental health;

 

•(c) considering that exposure to harmful content online impacts the safety and well-being of persons in Canada, mitigate the risk that persons in Canada will be exposed to harmful content online while respecting their freedom of expression;

 

•(d) enable persons in Canada to participate fully in public discourse and exercise their freedom of expression online without being hindered by harmful content;

 

•(e) reduce harms caused to persons in Canada as a result of harmful content online;

 

•(f) make content that sexually victimizes a child or revictimizes a survivor and intimate content communicated without consent inaccessible online;

 

•(g) ensure that operators are transparent and accountable with respect to their duties under this Act; and

Social Construct

“Any theoretical or heuristic concept (mental image or idea or thing) that has been invented or created.”

•Theoretical

•“concerned with or involving the theory of a subject or area rather than its practical application” (Oxford Learner’s Dictionary, 2024: np)

●Theory: “A supposition or a system of ideas intended to explain something, especially one based on general principlesindependent of the thing to be explained.” (Oxford Learner’s Dictionary, 2024: np)

•Heuristic

•“involving or enabling discovery or problem-solving through methods such as experimentation, evaluation, and trial and error.” (Oxford Learner’s Dictionary, 2024: np)

Philippe Ariès

Argued that childhood was invented in medieval times (Middle Ages, 500-1500 AD)

•Previously children were thought of as mini adults

•Drew on art history to make his argument

•His history was not academically grounded, and his argument has since been debunked

John Locke (1632-1704)

English philosopher and physician

•A child’s mind as tabula rasa (blank slate)

•Believed education makes experience

•But also pro-child labour for the poor

•Key figure in the European Enlightenment

Jean-Jacques Rousseau

•Genevan  philosopher and composer, French Enlightenment

•Children are born good, innocent and honest, life corrupts them

•They should be let alone (no school!) to reason their way through life in the natural world

•Believed in the social contract, where people need to work together to live together

•But also patriarchical families, and women’s domesticity

Types of research

•Inductive

Inductive Research

1. Bottom-up approach

2. Develops theories from observations

3. Used in exploratory studies

4. Flexible and adaptable to new findings

5. Relies more on qualitative analysis

Type of research Deductive

1. Top-down approach

2. Tests theories through observations

3. Used in confirmatory studies

4. Structured and systematic

5. Relies more on quantitative analysis

Purpose of research

1.Exploratory

A new field of study

Explanatory

Why is this happening?

Descriptive

What is happening?

Evaluative

Is it working?

Quantitative Methods

•Survey

•Questionnaire

•Experiment

•Modes of Analysis

•Statistical

Qualitative Methods

•Participant observation

•Ethnographic research

•Qualitative interviews

•Arts-based methods

•Analyses

•Textual

•Image

Intensive parenting (mothering)

A popularneoliberal and demanding form of parenting that includes the following notions:

•caring for children is primarily the responsibility of mothers;

•parenting should be child-centred;

•children are sacred;

•and mothers should intellectually stimulate children to ensure appropriate brain development so that children, who are always monitored, can reach their full potential.

Gender Schema

Organized knowledge structures that are gendered [based on notions of masculinity or femininity or androgyny which are linked to the sexualcharacteristics of bodies]. These structures then influence behaviour (choice of friends, toys, clothes, activities, and judgement of others.)

•

Gender Socialization:

The ongoing process through which we learn to conform to socially accepted and desired gender norms – a constellation of gender-differentiated expectations and experiences.

•How girls and boys are treated as children and youth, what opportunities they are provided, what they see in the adult world

Authoritarian parenting

Parenting that is low on acceptance (children seen and not heard; lowresponsiveness on the part of the parents) and high on control (many rules; enforcement of obedience result in dependency; low responsibility; situational compliance).

Authoritative parenting

Parenting that is high on acceptance (children have rights), high on responsiveness by parents, high on control (clear rules, obedience is enforced), and that results in more independence in children; generally associated with positive child outcomes.

• Permissive

• : Parenting that is characterized by low demands, yet high responsiveness.
  Permissive parents tend to provide few rules and guidelines to their children and, at times, interact with their children more as friends than parental figures.

  

• Punitive parenting:

• The parenting style or practice that involves or approves the use of physical (corporal) or more severe verbal punishment to enforce rules and discourage undesired behaviour.

Nuclear family

• two parents and one or more biological or adopted children.

Childfree family

• two spouses, without children.

Lone parent family

• a single mother or father and one or more biological or adopted children.

Extended family

Extended family

• a nuclear family, plus one or more relatives such as a grandparent.

Blended family:

• a couple and one or more children from a previous relationship.

Common law family

• a couple that lives together, without legally being married. They may or may not have children.

functionalism

Society has institutions (e.g., government, education, family, healthcare, religion, and the economy) created to serve human needs

Meritocracy

“A social system that gives opportunities and advantages to people on the basis of their ability rather than, for example, their wealth or seniority.”