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Almost all of us have a hobby horse we like to ride into battle against Political Correctness, and yet the PC phenomenon just seems to keep on growing, touching every facet of our lives from our pleasures to our politics. Why? Could it be that this much derided scourge of the modern world contains a germ of goodness? Edward Stourton finds examples in all walks of life – and explodes a few myths along the way. His witty and thought-provoking manoeuvres through the pros and cons of PC are both entertaining and at times unexpectedly disturbing.
This book is a comparative analysis of children of international migrants in Britain, France and Germany, using survey data from the EFFNATIS project. By analysing data on linguistic, structural, political, religious and socio-cultural behaviour, it offers exciting new evidence on sociological models of immigrant incorporation.
Discusses political correctness and the freedom of debate.
Children and Sexuality probes the hidden relations between children and sexuality in case studies from the Greeks to the Great War. The lives reconstructed here extend from Greek Alcibiades to Lewis Carroll and Baden-Powell, each recounted with scrupulous vigilance to detail and nuance.
The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses. Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children.

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