Children and Youth as Subjects, Objects, Agents
By: Deborah Levison, Mary Jo Maynes, and Frances Vavrus
A roundtable discussion about the edited volume Children and Youth as Subjects, Objects, Agents (Palgrave Macmillan, 2021) between Emily Bruce, Elena Jackson Albarrán, Deborah Levison, MJ Maynes, Frances Vavrus, and Elisabeth E. Lefebvre. Listen here.
Emily Bruce is an Associate Professor of History at the University of Minnesota Morris. Elena Jackson Albarrán is Associate Professor of History and Global and Intercultural Studies at Miami University of Ohio. Deborah Levison is Professor at the Humphrey School of Public Affairs, University of Minnesota. Mary Jo Maynes is a Professor of History at the University of Minnesota. Frances Vavrus is Professor of Comparative and International Development Education at the University of Minnesota-Twin Cities. Elisabeth E. Lefebvre is an Assistant Professor of Educational Foundations at Bethel University in Minnesota.
About Emily Bruce
Emily Bruce is an Associate Professor of History at the University of Minnesota Morris. Her first book, Revolutions at Home: The Origin of Modern Childhood and the German Middle Class, was published in 2021 by the University of Massachusetts Press as part of the interdisciplinary Childhoods series. Other recent publications include work on girlhood and youth periodicals, children’s letter writing, and comparative domestic education in Social Science History, Paedagogica Historica, and the Journal of Modern Chinese History. Her new research investigates siblinghood across the life course in German, Irish, and French Canadian migrations to the United States, 1840–1930.
About Elena Jackson Albarrán
Elena Jackson Albarrán is Associate Professor of History and Global and Intercultural Studies at Miami University of Ohio. She researches the history of childhood in twentieth-century Latin America, with a focus on revolutionary Mexico. Her book Seen and Heard in Mexico: Children and Revolutionary Cultural Nationalism examines child-centered politics and reforms in the 1920s and 1930s, and draws from child-produced documents to show the uneven reception of these programs among their intended public. Her forthcoming book project examines the transnational circulation of children and children’s culture in the Good Neighbor-era Americas.
About Deborah Levison
Deborah Levison studies children’s work and implications of work for education in low-income countries; her publications include a co-authored book, Rights and Wrongs of Children’s Work (2010). Her recent project, Animating Children’s Views, involves developing and piloting a survey methodology to learn perspectives of 12-17 year-olds in the Global South. A Professor at the Humphrey School of Public Affairs, University of Minnesota, USA, she has ten teaching awards to her record. Levison has a doctorate in economics from the University of Michigan, where she also trained in population studies. She is a co-Principal Investigator on the IPUMS-International data project. She instigated and co-leads the formation of an interdisciplinary University of Minnesota research group on children and childhood that led to this book.
About MJ Maynes
MJ Maynes is a Professor of History at the University of Minnesota. She is a historian of Modern Europe with interests in comparative and world history. Her research and teaching explore the social and cultural history of the family, gender and generational relations, class dynamics, and personal narratives. Her books include: Children and youth as subjects, objects, agents: innovative approaches to research across space and time, co-edited with Deborah Levison and Frances Vavrus (Palgrave Macmillan, 2021), The Family: A World History (Oxford, 2012), co-authored with Ann Waltner; Telling Stories: The Use of Personal Narratives in the Social Sciences and History (Cornell, 2008), co-authored with Jennifer Pierce and Barbara Laslett; and Secret Gardens, Satanic Mills: Placing Girls in European History (Indiana, 2004).
About Frances Vavrus
Frances Vavrus is Professor of Comparative and International Development Education at the University of Minnesota-Twin Cities and Associate Chair of the Department of Organizational Leadership, Policy, and Development. She serves on the Joint ILO/UNESCO Committee on the Application of the Recommendations concerning Teaching Personnel and conducts research on teachers' lives, girls' education, and comparative pedagogy in sub-Saharan Africa. Her most recent book is Schooling as Uncertainty: An Ethnographic Memoir in Comparative Education (2021).
About Elisabeth E. Lefebvre
Elisabeth E. Lefebvre is an Assistant Professor of Educational Foundations at Bethel University in Minnesota. Her interdisciplinary research explores the mutually constitutive and historical relationships between schooling and childhood, as well as the ways in which discourses surrounding schools and schooling impact student and teacher experiences. Elisabeth’s work has appeared in Journal of Education Policy, Discourse, International Journal of Education Development, and Teachers College Record, as well as in the book Progressive Neoliberalism in U.S. Education (Routledge, 2022).
This post is part of the SHCY Featured Books series, in which SHCY members provide written contributions on various academic topics pertaining to the history of childhood and youth.