By Phillip Mizen
Hidden fingers makes a speciality of a selected and overlooked quarter of up to date baby welfare; that of kid's paid paintings and labour. This booklet presents the 1st cross-cultural exam of kid's effective actions, their courting to kid's broader social lives, and their implications for the kid's schooling, welfare and wellbeing and fitness. The members examine the placement either right here and out of the country. They talk about matters together with conflicts among education, schooling and paintings within the united kingdom, baby poverty, motivating young ones to paintings, young ones from ethnic minorities, the paintings and labour of youngsters in industrialised international locations and the placement within the US, Denmark, Germany and Russia. the expansion within the examine of youth encompasses anthropology, sociology, social coverage and social paintings, in addition to schooling. This ebook can be of use in all of those components.
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Extra info for Hidden Hands: International Perspectives on Children's Work and Labour (The Future of Childhood Series)
Now that the issue has been ‘rediscovered’, it should be acknowledged that it offers us an insight into children’s experience in modern Britain and the forces that shape that experience. Note 1 We would like to thank Robin Feline of the Department of Health for his help in locating Emrys Davies’ report. 3 Young people, poverty and part-time work Sue Middleton and Julia Loumidis Reducing poverty among both children and adults has figured large in the statements of the present Labour government in the United Kingdom.
We also need to accept the reality facing the majority of children in Britain. That reality involves combining education with employment. The education system sends out mixed messages about the value of work. On the one hand formal ‘work experience’ is highlighted as a valuable part of education. On the other children’s real employment experiences are to all intents and purposes ignored by educators as being of little if any ‘educational value’. By acknowledging that children in Britain work, the education system may be able to respond in a constructive manner.
Lavalette (1994) reported around a quarter of his sample worked more that ten hours per week. The degree of consistency between these studies on the number of hours worked is apparent. It is also clear that in every study a large enough percentage of employees work in excess of ten hours per week to warrant attention. The reader should bear in mind that the typical school week accounts for twentyeight hours. As we have already noted family employment and unpaid work are usually excluded from such studies.