"You're my friend today, but not tomorrow": Learning middle-class sentiments and emotions among young American children
The research first investigates various socialization efforts caregivers make to instill dominantly middle-class appropriate sentiments and emotions in children. Then, it explores how children represent the emotional meanings and sentimental knowledge available to them by socialization processes, and how they manipulate and actively use these representations as the basis for making sense of the world. Detailed descriptions of children's social worlds show that children neither passively internalize culturally appropriate emotions and sentiments nor are they unable to strategically and innovatively recruit emotion for their own ends. Indeed, children appropriate, strategically use, and at times transform emotions and sentiments to construct and regulate social relations among themselves and between themselves and adults. In this process, adult-desired forms of emotion and sentiment are found to be reconstructed and reformulated to meet the concerns of children's cultural worlds. The research critically extends previous studies on children and socialization by focusing on children's active use, refinement, and transformation of cultural resources, thereby shaping their own developmental experiences while at the same time contributing to the reproduction of social order and ideology. Overall, the dissertation contends that unlike the traditional social science view of enculturation as a uni-directional process wherein adults reproduce faithful cultural versions of themselves, socialization is a process of constant negotiation of learning, testing, and growing that plays a dynamic role in knowledge development and processes of social change.
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Aaron actively transform adult socialization American middle-class anger angry Anna argue asked Blue Power Ranger boys caregivers chapter child children actively children's culture children's peer culture children's social children's strategic children's world Chloe Christopher classroom Cody communicative concept of friendship conflict constantly Corsaro cultural reproduction culturally appropriate discourse discussed display dramatic play area Dylan Elizabeth emotion words emotional expressions emotional-expressive behaviors empathy training Erika Ethan everyday example friends Garrett gender girls I'm not scared inner feelings instance interactions Jacob Josh Kindercenter Kristin language Leslie Lewis line 14 looks Luke Maria Masanori mean metanarrativity Mike Miss Bailey model of friendship Nathan nice Okay Olivia Orange Room paralinguistic peer world politeness preschool pretend play Rainbow Room Rebecca relationship says scared self-expression sharing show and tell social categories social contexts social relations social world socialization practices Steven stories storybook studies talk teachers themes Timothy transform Yellow Room