|University||Northumbria University (NU)|
|Subject||PP0539: Global Perspectives of Childhood and Youth|
KNOWLEDGE AND UNDERSTANDING
MLO1 Compare and contrast key debates and dilemmas associated with the concept of ‘global childhood’.
MLO2 Examine how diverse cultural, social and political circumstances shape concepts of childhood and youth.
MLO3 Compare and contrast the experiences of different groups of children and young people within and between geographic boundaries.
INTELLECTUAL/PROFESSIONAL SKILLS & ABILITIES
MLO4 Identify and interpret the different methodologies and methods used in undertaking research with children and young people.
PERSONAL VALUES ATTRIBUTES
MLO5 An awareness and appraisal of the impact of gender, ethnicity, social class/caste, sexuality and dis/ability on the lived experiences of children and young people.
A1. What is ‘ethnocentrism’? How does this concept help us to evaluate research in Childhood and Early Years studies?
A2.Why is it important to considerthe cultural and historical contextwhen discussing Aboriginal Australian childrearing practices?
A3. Why does Seymour (2012) describe children and young people’s agency in the Eastern DRC as ‘ambiguous’?
A4. Define ‘child saving’, and outline key controversies surrounding contemporary campaigns to ‘save’ children in the global south
A5.Starting with the research literature, choose a single example of a humanitarian intervention. Outline the aims of the intervention and discuss anyunintentional harm or unintended consequences.
B1. The ‘End of Childhood’ section (Save the Children, 2018a), and associated report (Save the Children, 2018b), from the Save the Children website
B1. The ‘End of Childhood’ section (Save the Children, 2018a), and associated report (Save the Children, 2018b), from the Save the Children website.
B2. The 2015 PISA results documentation (OECD, 2018).
B3. The African Charter on the Rights and Welfare of the Child (ACHPR, 1990)
B4.The Beasts of No Nation film (Fukunaga, 2015).
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