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Informationen zum Autor Dr. Ruth Woods is currently a Research Fellow in a multidisciplinary team at the University of Aberdeen, UK, and an Associate of Canterbury Christ Church University, UK. A psychologist by training, Ruth completed her PhD among anthropologists, learning to apply ethnographic methods to psychological questions. Ever since, she has combined quantitative and qualitative methods and analyses in innovative ways to improve our understanding of how children conceive and experience morality, aggression, friendship, and ethnic identity. She has published on these topics in a series of journal articles. Klappentext Children's Moral Lives makes use of case studies, observation, interviews and questionnaires to offer a fascinating, behind-the-scenes view of children's school lives and the complex moral issues and disputes they routinely negotiate* The first ethnography of childhood to focus on children's morality in the peer group* Case studies shed light on the psychological, social and cultural processes by which children and adults reach starkly different moral judgments of the same situations* Combines qualitative insights and quantitative data into recommendations for practice Zusammenfassung Based on over two years of observation, interviews, and questionnaires at a large, multicultural primary school, Children's Moral Lives offers a rich, nuanced account of moral events in children's lives. Inhaltsverzeichnis Acknowledgements ix 1 Introduction: Children's Moral Experiences at School 1 1.1 Adults' Interest in Children's Morality: From Indifference to Intervention 1 1.2 Understanding Moral Development in Culture 5 1.2.1 Theoretical approaches 5 1.2.2 The need for ethnography 9 1.2.3 But what is morality? 11 1.3 The School 13 1.3.1 Socioeconomic and ethnic composition 14 1.3.2 Values and discipline 16 1.4 The Research 18 1.4.1 Methodology 18 1.4.2 The researcher 20 1.5 Structure of the Book 21 2 What Counts as Harm?: Playful Aggression and Toughness 25 2.1 The Prevalence of Playful Aggression 25 2.2 Playful Aggression in Children's Friendships 26 2.3 Finding the Line Between Play and Harm 28 2.4 Drawing the Line Differently: Contrasting Interpretations of Playful Aggression 31 2.4.1 Being sensitive 31 2.4.2 Girls and boys 33 2.4.3 Adults and children on playful racism 38 2.5 Crossing the Line 39 2.5.1 Demonstrating toughness 39 2.5.2 Using harm to demonstrate toughness 41 2.5.3 Toughness, playful aggression and social class 43 2.6 Implications for Schools 44 3 Physical Aggression: Prioritising Harm Avoidance, Reciprocity or Dominance? 47 3.1 School Rules: No Hitting 47 3.2 The Morality of Fairness, Reciprocity and Retaliation 49 3.2.1 Reciprocity versus harm avoidance at Woodwell Green 51 3.2.2 'She has to get her own back': Zak and Faizel on reciprocity 53 3.2.3 Fairness in aggressive boys' lives 58 3.3 Hierarchy, Respect and Physical Aggression 63 3.3.1 Masculinity and violence 64 3.3.2 'Mr Gardner said don't hit, tell a teacher, but it never worked': Paul negotiating hierarchy at Woodwell Green 68 3.4 Implications for Schools 70 4 'Whose Game Is It?': Understanding Exclusion 75 4.1 School Rules: All Play Together 75 4.1.1 Children's views of exclusion 78 4.1.2 Understanding exclusion on the playground 79 4.2 Exclusion and Power 80 4.2.1 'Whose ball is it?' Exclusion from boys' football games 80 4.2.2 Dominance struggles: 'Holly tries to take over from me as leader of the gang' 85 4.3 Exclusion for Game Maintenance and Success 92 4.4 Exclusion Without an Excluder 95 4.4.1 Three's a crowd 97 4.4.2 Ethnic id...
