Introduction to the histories of children and young people focusing on the modern era. The approach is thematic and comparative, examining both Western and non-Western settings, including societies such as New Zealand.
What is childhood/adolescence, and how has it changed over time? Where and how do we find children and youth in the past? What sources and problems might we encounter?
In this paper you will be introduced to the histories of children and young people, focusing on the modern era. Examples will be drawn from a range of Western and non-Western settings, including New Zealand. Assessment is focused on critical engagement and topics of interest to students. To quote a recent student: "I liked the flexibility of the course and the self-directed nature of the assessment."
| Paper title | Children and Young People in History |
|---|---|
| Paper code | EDUC312 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period | Not offered in 2023 (On campus) |
| Domestic Tuition Fees (NZD) | $955.05 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- One 200-level EDUC paper
- Schedule C
- Arts and Music
- Notes
- May not be credited together with EDUC331 passed in 2014 or 2015.
- Contact
- hugh.morrison@otago.ac.nz
- Teaching staff
Paper Co-ordinator: Associate Professor Hugh Morrison
- Paper Structure
Paper content will cover:
- Snapshots - of the historical experiences of children and young people across different eras and in different parts of the world
- Themes - by which we might analyse how children and young people were impacted by, responded to or interacted with historical events, trends, movements or institutions and differentiated by such things as race and gender (possible themes: the state/politics, education, family, war, empire, religion, welfare, employment/labour, crime, migration, poverty, health, culture, consumerism, disabilities)
- Issues - historical (e.g. 'What is childhood/adolescence?'); historiographical (eg 'How has the "agenda" for childhood history changed?'); methodological (e.g. 'What are the sources for and the problems involved with researching children's history?')
- Skills - critical/analytical reading, using primary sources, writing up research
- Textbooks
Textbooks are not required for this paper.
Selected readings will be made available via eReserve.
- Graduate Attributes Emphasised
- Global perspective, Interdisciplinary perspective, Scholarship, Communication, Critical
thinking, Cultural understanding, Information literacy, Research, Self-motivation.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will be able to:
- Outline continuities and differences in the experiences of children and young people across a range of historical periods and geographical/cultural locations
- Identify and clearly articulate selected themes relevant to childhood history
- Identify and clearly articulate selected issues in childhood history
- Locate, interpret and critique appropriate primary and secondary historical materials
- Design, research, write up and present an essay focusing on a selected and approved topic in childhood history
