Focusing on everyday life in nineteenth-century Britain and its imperial possessions”from preparing tea to cleaning the kitchen, from packing for imperial adventures to arranging home décor”the essays in this collection share a common focus on materiality, the nitty-gritty elements that helped give shape and meaning to British self-definition during the period. Each essay demonstrates how preoccupations with common household goods and habits fueled contemporary debates about cultural institutions ranging from personal matters of marriage and family to more overtly political issues of empire building. While existing scholarship on material culture in the nineteenth century has centered on artifacts in museums and galleries, this collection brings together disparate fields”history of design, landscape history, childhood studies, and feminist and postcolonial literary studies”to focus on ordinary objects and practices, with specific attention to how Britons of all classes established the tenets of domesticity as central to individual happiness, national security, and imperial hegemony.
Written by a team of international contributors and featuring case studies from a range of educational settings in Australia, Denmark, Spain, Sweden, and the USA, this edited book is the first in the field of early childhood and youth studies to draw on Vygotsky's cultural-historical theory to give insights into transitions in childhood, what they are and how they are differently experienced. Transitions are explored holistically so the chapters not only focus on the person transitioning but also the institutions in which the person is transitioning from and to, with a focus on schools and daycare. The contributors look at how societal values and policies impact these transitions and comparison are drawn between international settings. The book includes chapters on expatriate families, immigrant children, home-school transitions, the role of play and communities. Through interviews, case studies and the analysis of empirical material from fieldwork, Children's Transitions in Everyday Life and Institutions reflects on the best ways to engage children so that they may emerge as competent actors in their new settings and transition well.