The Schoolyard Gate: Schooling and Childhood in Global Perspective

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dc.contributor.author Anderson-Levitt, Kathryn
dc.date.accessioned 2019-11-08T21:38:30Z
dc.date.available 2019-11-08T21:38:30Z
dc.date.issued 2005
dc.identifier.uri http://hdl.handle.net/2027.42/151951
dc.description Anderson-Levitt, Kathryn M. 2005. "The Schoolyard Gate: Schooling and Childhood in Global Perspective." Journal of Social History 38 (4):987-1006. doi: 10.1353/jsh.2005.0042. en_US
dc.description Part of a theme issue on Globalization and Childhood edited by Peter N. Stearns. en_US
dc.description.abstract The spread of Western-style schooling, in spite of the very different ways in which it is practiced on the ground, means that children growing up around the globe have a more uniform experience of socialization than in the past. That is because, varied as it is, schooling is a more uniform experience than family socialization, which has taken several different forms. Schooling has partially displaced other socialization patterns, including sibling care, gender segregation, and the learning of local knowledge through formal or informal apprenticeship to elders. It has brought new kinds of age grading, including micro-age-grading of the early years, and new conceptions of intelligence and maturity. Because of school’s sorting function, the performance of young children will determine their future (and perhaps that of their family)—in contrast, for instance, to situations where success depends on events in adolescence or young adulthood, such as making a good match or on starting out one’s farm or business well. By sorting, schooling blocks the mobility of many in the North, contrary to its alleged purpose. However, schooling probably sorts more fairly than many other systems in stratified societies—caste, rank, or wealth. As scholars from the South remind us, it promises mobility as well as intellectual liberation, and it sometimes makes good on its promise. en_US
dc.language.iso en_US en_US
dc.subject education, globalization, forms of schooling, childhood, socialization, child development en_US
dc.title The Schoolyard Gate: Schooling and Childhood in Global Perspective en_US
dc.type Article en_US
dc.subject.hlbsecondlevel Anthropology and Archaeology
dc.subject.hlbtoplevel Social Sciences
dc.description.peerreviewed Peer Reviewed en_US
dc.contributor.affiliationum Behavioral Sciences: Anthropology, Department of (UM-Dearborn) en_US
dc.contributor.affiliationumcampus Dearborn en_US
dc.description.bitstreamurl https://deepblue.lib.umich.edu/bitstream/2027.42/151951/1/Anderson-Levitt Schoolyard Gate 2005.pdf
dc.identifier.doi 10.1353/jsh.2005.0042
dc.identifier.source Journal of Social History en_US
dc.identifier.orcid 0000-0001-5412-1818 en_US
dc.description.filedescription Description of Anderson-Levitt Schoolyard Gate 2005.pdf : Published PDF shared by permission of Peter N. Stearns, copyright holder.
dc.owningcollname Behavioral Sciences: Anthropology, Department of (UM-Dearborn)
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