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首页> 外文学位 >This is (not) a child: Race, gender and 'development' in the child sciences, 1880--1910.
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This is (not) a child: Race, gender and 'development' in the child sciences, 1880--1910.

机译：这不是（不是）孩子：儿童科学中的种族，性别和“发展”，1880--1910年。

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摘要

This dissertation considers the emergence of “child development” as a scientific project in disciplines such as anthropology, biology, physiology, and psychology at the turn of the last century. As children were increasingly visible as social subjects in an urban and industrial culture, an array of sophisticated practices converged upon childhood and generated the basic coordinates by which we continue to recognize them—as pupils, as patients, as objects of public policy, as symbols of the nation's future, and so forth. These conversations depended upon a view of childhood as legible, visible, and orderly, and I emphasize two particular modes by which that narrative of “development” was authorized: First, through the biological and anthropological discourse of recapitulation (which held that childhood duplicates the biological and/or cultural history of the species); and secondly, through a more experimental program of study that delivered the child as a “numerical person” whose physiological growth may be precisely measured and evaluated against particular norms (height, weight, motor skills and sensation, for example). In examining these images of children, I also consider the ways that scientific conversations about the child development were also conversations about the order of race and gender in modern America. The narrative of recapitulation, which often depicted children as “little savages,” often had less to suggest about the actual treatment of children than it did about the appropriate configuration of racial prestige in a multiracial society. Likewise, assorted claims about the racial organization (and origins) of humanity were never distant from auxiliary remarks about the appropriate distribution of cultural authority over children. While prominent men within the child study movement typically contended that certain forms of care and protection of the young were properly (and naturally) entrusted to women, they frequently depicted motherhood in terms of a romantic, “primitive” sentimental and sympathetic attraction to childhood that could not be squared with the rigors of scientific knowledge.
机译：本文认为“儿童发展”的出现是上世纪初人类学，生物学，生理学和心理学等学科的一个科学项目。随着儿童越来越多地成为城市和工业文化中的社会主题，一系列复杂的习俗逐渐融合到童年时代，并产生了基本的坐标，我们通过这些基本坐标继续认出他们是小学生，患者，公共政策的对象，符号国家的未来等等。这些对话取决于儿童期的清晰，可见和有序的观点，我强调了授权“发展”叙事的两种特殊模式：首先，通过生物学和人类学的概括性论述（该观点认为儿童期重复了该物种的生物学和/或文化历史）；其次，通过一项更具实验性的研究计划，使孩子成为“数字人”，可以根据特定标准（例如身高，体重，运动技能和感觉）精确测量和评估其生理发育。在检查这些儿童形象时，我还考虑了有关儿童发育的科学对话以及关于现代美国种族顺序和性别的对话。概括性叙述常常将儿童描述为“小野蛮人”，但在多种族社会中，对儿童的实际待遇的建议往往比对适当的种族声望配置要少。同样，关于人类种族组织（和起源）的各种主张也从未与关于在儿童上适当分配文化权威的辅助性言论相距甚远。儿童研究运动中的杰出人物通常认为，适当地（自然地）将某些形式的照料和保护青年交给了妇女，但他们常常以浪漫，原始的，感性的和同情的方式描绘了对童年的母爱。不能与严格的科学知识相提并论。

著录项

  • 作者

    Noon, David Hoogland.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 American Studies.; History United States.; History of Science.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 315 p.
  • 总页数 315
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 美洲史;自然科学史;
  • 关键词

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