By Ruth Woods
Children’s ethical Lives uses case reviews, remark, interviews and questionnaires to provide a desirable, behind-the-scenes view of children’s college lives and the complicated ethical concerns and disputes they typically negotiate
- The first ethnography of formative years to target children’s morality within the peer group
- Case stories make clear the mental, social and cultural tactics wherein little ones and adults succeed in starkly various ethical judgments of an analogous situations
- Combines qualitative insights and quantitative information into thoughts for practice
Chapter 1 creation (pages 1–24):
Chapter 2 What Counts as damage? (pages 25–46):
Chapter three actual Aggression (pages 47–74):
Chapter four ‘Whose online game Is It?’ (pages 75–111):
Chapter five Loyalty in ladies' Friendships (pages 112–143):
Chapter 6 Racism (pages 144–165):
Chapter 7 responsible or no longer accountable (pages 166–207):
Chapter eight kid's ethical Lives in Cultural Context (pages 208–224):
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Extra info for Children's Moral Lives: An Ethnographic and Psychological Approach
Mrs Samson asks three other girls if they have similar problems, and they all say they haven’t. The children briefly discuss the issue of how many days the girls should be given priority in having the best pitch on the playground, with the girls complaining that the one day allocated to them is unfair. Then the following exchange occurs: SIMRAN: MRS SAMSON: SIMRAN: FARAH: SIMRAN: AMANDEEP: SANDEEP: Miss they’re trying to take advantage of us. Why? Miss because of the goals. We do let them play but [interrupts] Miss we don’t mind them playing but they’re too rough.
Amandeep pinned Farhan, and ‘By mistake I kicked him in the face and I was like sorry Amandeep, sorry Amandeep’. But Farhan said that Amandeep ‘went mad’ until Farhan ‘punched his nuts’. Amandeep collapsed groaning, and got stuck in the gap between two beds, so Farhan won. ’ he exclaimed. The accuracy of Farhan’s heroic account is not important here. What is relevant is that he obviously saw play fighting as a legitimate and valuable aspect of his friendships with other boys. In particular, according to his account at least, he and his best friend fought enthusiastically, but this did not entail a break in their friendship.
Fry (1988) found that children in San Andres carried out significantly more playful and serious aggression than those in La Paz, presumably because of the more violent community in which they were growing up. What about the prevalence of playful verbal aggression? The difficulties faced by some new children at Woodwell Green, like Maria, suggest that it is not universal (at least not in the form practised at Woodwell Green). Studies describe playful verbal aggression among Aboriginal and white Australian working-class children (Davies 1982), teenage white working-class girls in northern England (Griffiths 1995) and among teenage black working-class boys in the USA (Lefever 1981).