By Ruth Woods

Children’s ethical Lives uses case reports, commentary, interviews and questionnaires to provide a desirable, behind-the-scenes view of children’s university lives and the complicated ethical matters and disputes they often negotiate

  • The first ethnography of adolescence to target children’s morality within the peer group
  • Case reports make clear the mental, social and cultural methods wherein youngsters and adults achieve starkly various ethical judgments of a similar situations
  • Combines qualitative insights and quantitative info into concepts for practice

Chapter 1 advent (pages 1–24):
Chapter 2 What Counts as damage? (pages 25–46):
Chapter three actual Aggression (pages 47–74):
Chapter four ‘Whose video game Is It?’ (pages 75–111):
Chapter five Loyalty in ladies' Friendships (pages 112–143):
Chapter 6 Racism (pages 144–165):
Chapter 7 in charge or no longer responsible (pages 166–207):
Chapter eight kid's ethical Lives in Cultural Context (pages 208–224):

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Additional resources for Children's Moral Lives: An Ethnographic and Psychological Approach

Sample text

Amira, Priyanka, Nadia and another year 6 girl come up to tell me something about a dance I am helping them put together. While they tell me, they climb on the bench, stand on the back, lean on me, and jump off. Anjali and the year 6 girls start to insult one another. Anjali says something to Priyanka that I don’t hear, and Priyanka says something back in Punjabi. ’ Anjali exclaims. ‘I don’t care if you tell cos I’ll just say you said something first,’ retorts Priyanka. They call each other ‘cow’ and other insults, and it is fairly fraught.

Notes 1. A similar attitude has been noted in some non-Western societies too. For example, Fijians and Luo-speaking Kenyans were reluctant to respond to a child’s complaint about another child (Edwards 1987; Toren 1990). 2. The names of the school, the area and all the people I write about in this book are pseudonyms. 3. The analyses concerning ethnicity included Indian, English and Pakistani children. Those on religion included Christian, Sikh and Muslim children. There were insufficient numbers of other ethnic and religious groups in my sample to include them in the analyses.

These differences in response are probably not all down to stable differences in the children who are on the receiving end of Sohaib’s attacks. There are many other possible factors, including how new the children were to the school, and what else had happened to them on that day. Nevertheless, some children do seem to be more susceptible than others to being hurt by banter and teasing. One such child was Harpreet, an Indian Sikh girl in Sohaib’s class. She was extremely well behaved in the classroom and often praised by her teachers.

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