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Books on the topic 'Marginalized children'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Schools for marginalized youth: An international perspective. Hampton Press, 2012.

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2

Wietersheim, Erika von. Educationally marginalized children in Namibia: An inventory of programmes, interventions, and data. UNICEF, 2002.

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3

Capul, Maurice. Abandon et marginalité. Privat, 1989.

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4

Namibia. Ministry of Basic Education and Culture, ed. National policy options for educationally marginalised children. Republic of Namibia, Ministry of Basic Education, Sport and Culture, 2000.

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5

R, José Joaquín Cañón. PEI: Escuela y marginalidad. Universidad Distrital Francisco José de Caldas, 2000.

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6

Edmundo, Lygia Pereira. Instituição: Escola de marginalidad? Cortez Editora, 1987.

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7

Vidya, Rao. An agenda for caring: Interventions for marginalised groups. Edited by Mander Harsh 1955- and Lal Bahadur Shastry National Academy of Administration. Lal Bahadur Shastri National Academy of Administration, 1996.

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8

Miranda, Henrique R. "Não é só os humanos--": Percepções sobre a criança marginalizada na Amazônia. Associação de Univesidades Amazônicas, 1992.

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9

Miranda, Henrique R. "Não é só os humanos--": Percepções sobre a criança marginalizada na Amazônia. Associação de Univesidades Amazônicas, 1992.

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10

Ahuerma, Juan. De los márgenes a la marginalidad: El factor humano en situación de riesgo. Víctor Manuel Hanne, 1999.

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11

Niñez, marginalidad y políticas públicas: Análisis de un dispositivo estatal. Libros de la Araucaria, 2010.

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12

Förorten, skolan och ungdomskulturen: Reproduktionen av marginalitet och ungas informella lärande. Daidalos, 2011.

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13

Flores, Arantzazu Uribe-Etxebarria. Marginalidad "protegida": Mujeres y niños abandonados en Navarra, 1890-1930. Servicio Editorial, Universidad del País Vasco, 1996.

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14

Roehampton), IBBY/MA Children's Literature Conference (7th 2000. The big issues: Representations of socially marginalised groups and individuals in children's literature, past and present : proceedings from the 7th British IBBY/MA Conference held at the University of Surrey Roehampton on Sunday 11th November. NCRCL, 2000.

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15

Ndimande, Bekisizwe S., and Christopher Lubienski, eds. Privatization and the Education of Marginalized Children. Routledge, 2017. http://dx.doi.org/10.4324/9781315205878.

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16

Reaching The Marginalized. Oxford University Press, USA, 2010.

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17

Researching Education With Marginalized Communities. Palgrave Macmillan, 2013.

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18

Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons. Taylor & Francis Group, 2017.

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19

Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons. Taylor & Francis Group, 2017.

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20

Barnes, Deborah. Spirit murder: Exploring violence among girls gangs from marginalized communities in North America. 2002.

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21

Gilbert, Ian, and Jarlath O'Brien. Don't Send Him in Tomorrow: Shining a Light on the Marginalized, Disenfranchised and Forgotten Children of Today's Schools. Crown House Publishing, 2016.

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22

Goldman, Linda, Susan Craig, Kyle Schwartz, Ruby Payne, and Marie Moreno. Creating Inclusion and Well-Being for Marginalized Students: Whole-School Approaches to Supporting Children's Grief, Loss, and Trauma. Kingsley Publishers, Jessica, 2017.

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23

Bajpai, Asha. Juvenile Justice. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199470716.003.0006.

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This chapter deals with those children in especially difficult circumstances that are vulnerable, marginalized, destitute, and neglected and deprived of their basic rights. It commences with a history of the Juvenile Justice legislation in India right from the Children’s Act of 1960s to the current Juvenile Justice (Care and Protection of Children) Act, 2015. The barriers faced in the administration and implementation of the Juvenile Justice legislation throughout its evolution to its present stage is discussed in detail. How the law deals with children in need of care and protection and child
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24

1949-, Shi Bainian, ed. Cheng shi bian yuan ren: Jin cheng nong min gong jia ting ji qi zi nü wen ti yan jiu = The urban marginalized : research on migrant family and their children. She hui ke xue wen xian chu ban she, 2005.

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25

Chalkley, Anna, and Lauren Sherar. Promoting physical activity. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0012.

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Physical activity is beneficial to children’s health and well-being. Evidence suggests that physical activity declines with age from childhood through adolescence and into adulthood, with boys being more active than girls at all ages. Physical activity participation in childhood is affected by the social support and role modelling provided by family, peers, friends, and teachers. Marginalized groups are disadvantaged in terms of access to opportunities to be physically active. From a population perspective, the greatest gains in public health will be achieved by helping those who are most inac
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26

Taylor, Tristan S. Legally Marginalised Groups—The Empire. Edited by Paul J. du Plessis, Clifford Ando, and Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.28.

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Until the mass citizenship grant of 212 CE, Roman law served Roman citizens almost exclusively. However, since the non-Romans’ legal systems generally sufficed, this marginalised status regarding Roman law was generally of little importance. Within the Roman citizen body, the Roman legal system marginalised many because of its expense and preferential treatment of the wealthy. In addition the culture, but not the legal system, through infamia marginalised some for what they did and the kind of person they were. While marginalised in modern eyes, Roman law treated women, freedmen, children and
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27

Voluntary Health Association of India., ed. Seen, but not heard: India's marginalised, neglected and vulnerable children. Voluntary Health Association of India, 2002.

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28

Elleray, Michelle. Robin Hyde. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199609932.003.0024.

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This chapter explores the novels of Iris Guiver Wilkinson, who wrote as Robin Hyde. Three of her novels— Check to Your King (1936), Passport to Hell (1936), and Nor the Years Condemn (1938)—counter claims of historical absence or irrelevance by fictionalizing historical people involved in key moments in New Zealand's history, specifically the mid-nineteenth century efforts to establish New Zealand as a colony, the First World War, and the Great Depression. Meanwhile, with Wednesday's Children (1937), Hyde turns to history's antithesis, fantasy, as an alternative route to investigating New Zeal
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29

Stéphane, Tessier, and Calogirou Claire, eds. L' Enfant des rues et son univers: Ville, socialisation et marginalité. Syros, 1995.

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30

Ortbals, Candice, and Lori Poloni-Staudinger. How Gender Intersects With Political Violence and Terrorism. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.308.

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Gender influences political violence, which includes, for example, terrorism, genocide, and war. Gender uncovers how women, men, and nonbinary persons act according to feminine, masculine, or fluid expectations of men and women. A gendered interpretation of political violence recognizes that politics and states project masculine power and privilege, with the result that men occupy the dominant social position in politics and women and marginalized men are subordinate. As such, men (associated with masculinity) are typically understood as perpetrators of political violence with power and agency
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31

Davies, Bronwyn, and Cath Laws, eds. Rethinking Research and Professional Practices in Terms of Relationality, Subjectivity and Power: Poststructuralism at Work with Marginalised Children. BENTHAM SCIENCE PUBLISHERS, 2012. http://dx.doi.org/10.2174/97816080527831110101.

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32

Dimitrova, Radosveta, David Lackland Sam, and Laura Ferrer Wreder, eds. Roma Minority Youth Across Cultural Contexts. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190654061.001.0001.

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This book is about positive youth development (PYD) in Roma ethnic minority youth. Its main distinguishing features are (1) the focus on a large and underrepresented ethnic minority group and (2) a strength-based conception of adolescence (i.e., PYD) that sees all youth as having resources. The book stands apart from current edited books on PYD by focusing on the Roma ethnic minority (one of the most marginalized and oppressed minority groups in Europe) and on strengths and resources for optimal well-being. The international, multidisciplinary, and multisectorial expert contributors to this bo
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33

Kelly, Christine. Juvenile Justice in Victorian Scotland. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474427340.001.0001.

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This book explores the history of juvenile justice and the day industrial school movement in 19th-century Scotland. How did Scotland’s criminal justice system respond to marginalised street children who found themselves on the wrong side of the law, often for simple vagrancy or other minor offences? The book examines the historical criminalisation of Scotland’s Victorian children, as well as revealing the history and early success of the Scottish day industrial school movement - a philanthropic response to juvenile offending hailed as 'magic' in Charles Dickens’s Household Words. With case stu
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34

Kosstrin, Hannah. Honest Bodies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199396924.001.0001.

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Honest Bodies: Revolutionary Modernism in the Dances of Anna Sokolow argues that Sokolow’s choreography circulated American modernism among Jewish and communist channels of the international Left from the 1930s to the 1960s in the United States, Mexico, and Israel. Integrating archival materials, interviews, and theories from dance, Jewish, and gender studies, this book illuminates Sokolow’s choreography for social change alongside her teaching of Martha Graham’s technique. Tracing dances with her companies Dance Unit, La Paloma Azul, Lyric Theatre, and Anna Sokolow Dance Company, along with p
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35

Pellegrini, Anthony D. Play. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0012.

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The role of play in human development is controversial. In some quarters it is viewed as indispensable to children’s healthy development and education, while in others it is marginalized as a topic unworthy of study and of questionable functional significance. I suggest that differences in the ways in which play is defined and the ways in which its function is conceptualized have led to this misunderstanding. I outline the ontogeny of social, object, locomotor, and pretend play and their possible functions. I also make educational policy and research recommendations for the role of play in chi
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36

McCall, Guadalupe García. Nerds, Goths, Geeks, and Freaks. Edited by Trevor Boffone and Cristina Herrera. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827456.001.0001.

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Nerds, Goths, Geeks, and Freaks: Outsiders in Chicanx/Latinx Young Adult Literature signals a much-needed approach to the study of Latinx young adult literature. This edited volume addresses themes of outsiders in Chicanx/Latinx children’s and young adult literature. The collection insists that to understand Latinx youth identities, it is necessary to shed light on outsiders within an already marginalized ethnic group: nerds, goths, geeks, freaks, and others who might not fit within Latinx popular cultural paradigms such as the chola and cholo, identities that are ever-present in films, televi
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37

M, Pal R., and Indian Social Institute, eds. Protection of human rights, a critique: With special reference to SC/STs, the girl child/women belonging to SC/STs, marginalised section and the minorities : proceedings of the national seminar held on 13 and 14 November 1998 at the Indian Social Institute. The Institute, 1999.

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38

Dinham, Adam, Alp Arat, and Martha Shaw. Religion and Belief Literacy. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.001.0001.

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This book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. As understanding different religions, beliefs and influences becomes increasingly important, the book fills a gap for a resource in bringing together the debates around religious literacy, from theoretical approaches to teaching and policy. The book begins with an overview of religion and belief literacy. Religion and belief literacy is both socialised and learnt. While treated in schools as a discrete and marginalised subject for children, it overlaps with citizenship and se
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39

Abrahams, Frank, and Paul D. Head, eds. The Oxford Handbook of Choral Pedagogy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.001.0001.

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This text explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee
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40

Howells, Coral Ann, Paul Sharrad, and Gerry Turcotte, eds. The Oxford History of the Novel in English. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199679775.001.0001.

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This book explores the history of English-language prose fiction in Australia, Canada, New Zealand, and the South Pacific since 1950, focusing not only on the ‘literary’ novel, but also on the processes of production, distribution and reception, and on popular fiction and the fictional sub-genres, as well as the work of major novelists, movements, and tendencies. After World War II, the rise of cultural nationalism in Australia, Canada, and New Zealand and movements towards independence in the Pacific islands, together with the turn toward multiculturalism and transnationalism in the postcolon
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