Kylie Smith

Patrick Hughes

Glenda Mac Naughton

Young Children as Citizens explores how young children (birth to 12 years of age) can and should participate in civic life. It reflects new images of young children as social actors, together with the increased interest in children's rights in the public sphere. The contributors are early childhood researchers, pedagogues, children and policy makers from Australia and Europe. They present a rich diversity of research-based case studies in which policy-makers and educators have listened to young children¹s views on public issues and responded in respectful and ethical ways. Young Children as Citizens is a unique resource for policy-makers, those working in children's services and child advocates. It shows how best to consult young children and it presents a range of arguments that consulting young children about policies and decisions that affect them supports and enhances a vigorous democratic society. Students (undergraduate and postgraduate), teachers and researchers in early childhood studies can use individual chapters of Young Children as Citizens selectively to explore issues of increasing complexity in different courses. The book would be a good set text for Honours and Master's programs that address issues of children¹s rights.

Principles, Policies and Pedagogies

Young Children as Active Citizens

Beth Blue Swadener

Jane Murray

Written to commemorate 30 years since the United Nations Convention on the Rights of the Child (UNCRC), The Routledge International Handbook of Young Children’s Rights reflects upon the status of children aged 0–8 years around the world, whether they are respected or neglected, and how we may move forward. With contributions from international experts and emerging authorities on children’s rights, Murray, Blue Swadener and Smith have produced this highly significant textbook on young children’s rights globally. Containing sections on policy, along with rights to protection, provision and participation for young children, this book combines discussions of children’s rights and early childhood development, and investigates the crucial yet frequently overlooked link between the two. The authors examine how policy, practice and research could be utilised to address the barriers to universal respect for children, to create a safer and more enriching world for them to live and flourish in. The Routledge International Handbook of Young Children’s Rights is an essential resource for students and academics in early childhood education, social work and paediatrics, as well as for researchers, policymakers, leaders and practitioners involved in the provision of children’s services and paedeatric healthcare, and international organisations with an interest in or ability to influence national or global policies on children’s rights.

The Routledge International Handbook of Young Children's Rights

Kate Alexander

Sheralyn Campbell

This unique book brings together international scholars from around the globe to examine how different feminist theories are being used in early childhood research, policy and pedagogy. The array of feminist discourses captured by the authors offer contextualised possibilities for disrupting dominant patriarchal beliefs and producing change. The authors address and challenge how early childhood experiences, institutions and practices produce gendered effects across and within diverse contexts and demonstrate how feminism(s) in action can be used to reconceptualise research methods, government policy, children’s learning, teaching practice and educational resources. In this way, the book contributes to creating new knowledge connections and community alliances in the global effort to end gender-based inequalities across local and global communities.

Using Feminist Theories in Research and Practice

Feminism(s) in Early Childhood

Talking Therapy traces the rise of modern psychiatric nursing in the United States from the 1930s to the 1970s. Through an analysis of the relationship between nurses and other mental health professions, with an emphasis on nursing scholarship, this book demonstrates the inherently social construction of ‘mental health’, and highlights the role of nurses in challenging, and complying with, modern approaches to psychiatry. After WWII, heightened cultural and political emphasis on mental health for social stability enabled the development of psychiatric nursing as a distinct knowledge project through which nurses aimed to transform institutional approaches to patient care, and to contribute to health and social science beyond the bedside. Nurses now take for granted the ideas that underpin their relationships with patients, but this book demonstrates that these were ideas not easily won, and that nurses in the past fought hard to make mental health nursing what it is today.

Kylie Smith

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