O'Dell, Lindsay and Brownlow, Charlotte and Bertilsdotter-Rosqvist, Hanna (2018) Different childhoods: non/normative development and transgressive trajectories. Taylor & Francis (Routledge), London, United Kingdom. ISBN 978-1-138-65403-7
Abstract
At the time of writing this chapter, the first of the children from the ‘Jungle’ in Calais, France (a supposedly temporary camp for refugees), have been permitted by the British government to join their families in Britain. The reporting, particularly in the right-wing press, has been concerned with the supposed age of these children. Concerns have been expressed that instead of saving children (a notion linked back, sometimes explicitly, to a romanticised representation of British sentiment and actions regarding kindertransport during the late 1930s), the British public are being duped, as these are not children. The images of young, vulnerable children are in sharp contrast to the young men who have (finally) arrived in the United Kingdom.
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| Item Type: | Book (Commonwealth Reporting Category A) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to Front Matter in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021) |
| Date Deposited: | 24 Apr 2018 00:03 |
| Last Modified: | 25 Jun 2018 00:15 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170102 Developmental Psychology and Ageing |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520199 Applied and developmental psychology not elsewhere classified |
| Socio-Economic Objectives (2008): | E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences |
| URI: | http://eprints.usq.edu.au/id/eprint/33871 |
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