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Books on the topic 'Primary socialization'
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Kutnick, Peter. Relationships in the primary school classroom. (London): Paul Chapman, 1988.
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Wade, Rahima Carol. Joining hands: From personal to planetary friendship in the primary classroom. Tucson, Ariz: Zephyr Press, 1991.
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Social worlds of children learning to write in an urban primary school. New York: Teachers College Press, 1993.
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Boys and Girls Together: Improving Gender Relationships in K-6 Classrooms (Small Book Series, 5). Stenhouse Publishers, 2003.
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Wade, Rahima Carol. Joining Hands: From Personal to Planetary Friendship in the Primary Classroom. Zephyr Press (AZ), 1991.
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Tyler, Tom R., and Rick Trinkner. Legal Socialization in the Juvenile Justice System. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0009.
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Chapter 9 discusses legal socialization within the juvenile justice system. Adolescence is a developmental period during which many young people have contact with legal authorities, primarily the police. These contacts involve high levels of discretion for law enforcement, and studies show the manner in which that discretion is exercised has strong consequences for the subsequent orientations that adolescents have toward the law as well as their later law-related behavior. In particular, adolescents react to how fairly the authorities treat them. Juvenile justice is a particularly contentious area of policy with many punitive practices advocated in spite of evidence that they do not build legitimacy or reduce crime. On the other hand, experiencing justice is shown to promote legitimacy and lower offending.
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Willoughby, Brian J., and Spencer L. James. The Influence of Parents and Families. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190296650.003.0007.
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This chapter begins to explore how parents and families influence emerging adults’ beliefs about marriage. Parents are the primary focus. Two key roles parents play in their children’s lives in terms of future behavior and current orientations are socialization and the intergenerational transmission of values. For emerging adults with happily married parents, many of the marital paradoxes appeared to vanish. The authors discuss how having never-married or divorced parents affects marital beliefs. Observing conflict generally appears to diminish many emerging adults’ view of marriage regardless of the current marital status of their parents. The influence of siblings is also explored. Parents and other family influences appear to be one of the key foundations on which emerging adults have built their internal conceptualization of modern marriage.
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Cole, Ester, and Maria Kokai, eds. Consultation and Mental Health Interventions in School Settings. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00583-000.
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This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.A comprehensive guide to meeting the psychological needs of students in school settings This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.
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Potowski, Kim. Language Maintenance and Shift. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0016.
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Language shift is the replacement of one language by another as the primary means of communication and socialization within a community. In an effort to understand the factors that contribute to language shift and those which seem to militate against it, this chapter explores several immigrant and non-immigrant contexts around the world, with particular focus on the United States. The principal factors—divided into individual, family, community, and broader societal factors—are often interdependent. The discussion also notes the basic tenet emphasized by Fishman (1991) that language maintenance must involve intergenerational transmission of the language. If intergenerational transmission of a language ceases, it can be said that the speakers have shifted to another language. Many of the world’s 6000 to 7000 languages are being lost—by some estimates, up to half of them—mostly due to the spread of a few dominant languages, which many speakers are shifting to.
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Hines, Melissa. The Integrative Psychobiology of Early Gender Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658540.003.0011.
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This chapter describes the role of early testosterone exposure in gender development. It discusses these hormonal influences and how they relate to genetic influences, socialization by others, and self-socialization, in shaping gender development. To illustrate these influences, it focuses primarily on childhood play behavior. This focus is used because childhood play behavior shows large differences between the sex categories boy and girl to which children are assigned at birth. Also, childhood play behavior has been studied extensively, providing perhaps the best example of how a gender-related behavior can be influenced by a range of factors at levels of organization from the cellular to the societal working in concert over time.
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Takeda, Wakako, Cathy Banwell, Kelebogile T. Setiloane, and Melissa K. Melby. Intersections of Food and Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190626686.003.0011.
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This chapter examines how culture influences what people eat, and how food practices function to enculturate the next generation. We examine four case studies of two food items (sugars and animal proteins) in countries ranging from developing to developed economies, and Western, Eastern, and African cultures. The first three case studies focus on sugar (Australia, Japan, and Thailand) with Australia providing a case study from a Western developed country, Japan providing an example from an Eastern developed country, and Thailand providing an example from a new industrialized country. These three countries have seen changes in sugar consumption paralleling increases in non-communicable diseases. Although global concern for malnutrition is increasingly focused on overconsumption and obesity, it is important to remember that much of the world’s population still struggles with undernutrition. The fourth case study of the Yoruba in southern Nigeria serves to remind us of the importance of cross-cultural comparisons and diversity, as we see that many Yoruba children experience stunting and hunger. For them overconsumption of processed food and sugars is not the primary problem; rather, it is underconsumption of protein, particularly given their infectious disease load. Around the world, culture influences food preferences, and at the same time foods often are used to convey cultural values—such as convenience and modernity, urban lifestyle, hospitality, socialization, and moral education for children. Together these factors have implications for public health interventions and policies, yet collectively require a locally nuanced understanding of culture.
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Walt, Stephen M. Realism and Security. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.286.
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Political Realism has been described as the “oldest theory” of international politics, as well as the “dominant” one. Central to the realist tradition is the concept of “security.” Realism sees the insecurity of states as the main problem in international relations. It depicts the international system as a realm where “self-help” is the primary motivation; states must provide security for themselves because no other agency or actor can be counted on to do so. However, realists offer different explanations for why security is scarce, emphasizing a range of underlying mechanisms and causal factors such as man’s innate desire for power; conflicts of interest that arise between states possessing different resource endowments, economic systems, and political orders; and the “ordering principle” of international anarchy. They also propose numerous factors that can intensify or ameliorate the basic security problem, such as polarity, shifts in the overall balance of power, the “offense–defense balance,” and domestic politics. Several alternative approaches to international relations have challenged the basic realist account of the security problem, three of which are democratic peace theory, economic liberalism, and social constructivism. Furthermore, realism outlines various strategies that states can pursue in order to make themselves more secure, such as maximizing power, international alliances, arms racing, socialization and innovation, and institutions and diplomacy. Scholars continue to debate the historical roots, conceptual foundations, and predictive accuracy of realism. New avenues of research cover issues such as civil war, ethnic conflict, mass violence, September 11, and the Iraq War.
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Field, Clive D. Periodizing Secularization. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198848806.001.0001.
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Moving beyond the (now somewhat tired) debates about secularization as paradigm, theory, or master narrative, this book focuses upon the empirical evidence for secularization, viewed in its descriptive sense as the waning social influence of religion, in Britain. Particular emphasis is attached to the two key performance indicators of religious allegiance and churchgoing, each subsuming several sub-indicators, between 1880 and 1945, including the first substantive account of secularization during the fin de siècle. A wide range of primary sources is deployed, many relatively or entirely unknown, and with due regard to their methodological and interpretative challenges. On the back of them, a cross-cutting statistical measure of ‘active church adherence’ is devised, which clearly shows how secularization has been a reality and a gradual, not revolutionary, process. The most likely causes of secularization were an incremental demise of a Sabbatarian culture and of religious socialization (in the church, at home, and in the school). The analysis is also extended backwards, to include a summary of developments during the eighteenth and early nineteenth centuries; and laterally, to incorporate a preliminary evaluation of a six-dimensional model of ‘diffusive religion’, demonstrating that these alternative performance indicators have hitherto failed to prove that secularization has not occurred. The book is designed as a prequel to the author’s previous volumes on the chronology of British secularization – Britain’s Last Religious Revival? (2015) and Secularization in the Long 1960s (2017). Together, they offer a holistic picture of religious transformation in Britain during the key secularizing century of 1880–1980. [250 words]
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Canter, Lee. Teaching Students to Get Along: Reducing Conflict and Increasing Copperation in the Classroom. Canter & Associates, 1996.
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Hicks, Mark A. Religious Education in the Traditions. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.11.
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This chapter explores the history, purpose, and aims of religious education in the United States, defined as devotional-based education that promotes religious identity formation. The chapter first differentiates between secular education and religious education in the United States, then considers how issues of theology, social culture, expression of religious freedom, civil rights, personal identity, technology, and demographic shifts shape religious identity formation. The chapter concludes with a discussion of how rituals within religious traditions connect the aspirations of a tradition with instructional practices. It examines how religious education, from a devotional perspective, teaches people how to practice a religious way of life and informs their beliefs, behaviors, and acts of belonging. Religious education, the author describes, is an act of learning by which children, youth, and adults are moved toward living the ultimate values of a community of faith. While the nature of that journey varies widely depending on the aims of a particular religious group, religious education is primarily rooted in the hope that the learner can transcend a particular human socialization in order to achieve an aim that is important to their religious tradition.
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Smith, Christian, Bridget Ritz, and Michael Rotolo. Religious Parenting. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691194967.001.0001.
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How do American parents pass their religion on to their children? At a time of overall decline of traditional religion and an increased interest in personal “spirituality,” this book investigates the ways that parents transmit religious beliefs, values, and practices to their kids. We know that parents are the most important influence on their children's religious lives, yet parents have been virtually ignored in previous work on religious socialization. The book explores American parents' strategies, experiences, beliefs, and anxieties regarding religious transmission through hundreds of in-depth interviews that span religious traditions, social classes, and family types all around the country. Throughout we hear the voices of evangelical, Catholic, Mormon, mainline and black Protestant, Jewish, Muslim, Hindu, and Buddhist parents and discover that, despite massive diversity, American parents share a nearly identical approach to socializing their children religiously. For almost all, religion is important for the foundation it provides for becoming one's best self on life's difficult journey. Religion is primarily a resource for navigating the challenges of this life, not preparing for an afterlife. Parents view it as their job, not religious professionals', to ground their children in life-enhancing religious values that provide resilience, morality, and a sense of purpose. Challenging longstanding sociological and anthropological assumptions about culture, the book demonstrates that parents of highly dissimilar backgrounds share the same “cultural models” when passing on religion to their children.
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1944-, Wulf Christoph, ed. Penser les pratiques sociales comme rituels: Ethnographie et genèse de communautés. Paris: L'Harmattan, 2004.
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Reykowski, Janusz. Disenchantment with Democracy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190078584.001.0001.
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The main theme of the book is the resurgence in the countries of liberal democracy, the political movements that express an approval for violence as a mean of attaining group goals. From ancient time, violence was a commonly accepted, dominant way of gaining wealth, prestige, and fame, as well as a means of social control and socialization of young generations. Human communities attempted to regulate and curtail violence, primarily in intragroup relations. A major change in attitude toward violence was brought about by the development of liberal culture and liberal institutions that saw individual freedom and individual rights as fundamental values. The role of violence was to be limited by two main institutions: the free market and liberal democracy, both of which regard individual freedom as a cardinal principle. However, they have both turned out to be fallible. Conflicts of interests, ideological or world views contradictions, and identity differences are sources of destructive conflicts that trigger various forms of violence: political, economic, symbolic, and physical. This book focuses on two issues. One refers to the psychological nature of the main conflicts and the question of whether those conflicts are intractable and must necessarily lead to destructive consequences. The other, concerns the imperfections of liberal institutions, which render them unable to perform sufficiently well one of their basic functions, that is, removing violence from the sphere of human relations. This analysis is carried out from a specific perspective, focusing on psychological sources and consequences of the phenomena discussed in the book.
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Molinari, Luisa, and William A. Corsaro. I Compagni: Understanding Children's Transition from Preschool to Elementary School (Sociology of Education Series (New York, N.Y.).). Teacher College Press, 2005.
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