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This article addresses the methodological challenge of capturing and comparing children's experiences of everyday life by using a novel rhythmanalysis approach to explore the experiences of a small sample (N = 16) of home based children aged 7–10 in England and Greece during the 2020 global lockdown. The children kept a 1 day diary in which they recorded their activities and feelings at regular intervals during their waking hours. The data collected indicates that the children's lives were both disrupted and synchronised during this period, and highlights how their individual experiences were interconnected in time and space by shared rhythms which underpinned the patterns of their day. The paper highlights the utility of the specially designed rhythmanalysis data collection tool and analytical approach for future comparative international studies of children's everyday lives. [ABSTRACT FROM AUTHOR]

In England, religious education (RE) is a part of the basic curriculum mandatory for all pupils in the compulsory years of schooling. This paper explores how RE and spirituality interact and whether one can contribute to the effective delivery of the other. It explores the experience of a small group of subject leaders working in schools in one local authority area in the West Midlands of England, drawn from schools with a religious affiliation and those without. Using in service training activities, questionnaires and reflective processes, it seeks to elicit their aspirations for the interaction between RE and spirituality (also referred to as meaning-making). The findings suggest the subject leaders have an intention to develop both activity to promote learning and activity to apply that learning to real life experience. This suggests that developing a spiritual dimension to religious education requires a move from the abstract or theoretical and from knowledge acquisition towards increased engagement, making a personal response and considering what difference can be made as a result. As such, a spiritual dimension to learning cannot be passive. The project has the potential to impact policy and practice on both national and international levels, given its focus on values and pedagogy rather than specific curriculum content. [ABSTRACT FROM AUTHOR]

Purpose -- ADHD is the commonest neurodevelopmental disorder of children and adolescents. ADHD is no longer conceptualized as a predominantly childhood disorder but is a chronic disorder that persists into adolescence and adulthood. The paper aims to analyse the transitional care of adolescents diagnosed with ADHD in childhood into adult specialist ADHD services in a local district. The paper also seeks to review current practice and to design a multi-disciplinary transitional care pathway to adult services for adolescents with complex health needs based on best practice and available clinical guidelines. Design/methodology/approach Adolescents diagnosed with ADHD from childhood who were eligible for transition to adult ADHD services and who reached the age of 16 years over a period of two years consecutively (July 2009 to June 2011) were studied by a retrospective analysis of their clinical records. The current transitional care pathway was reviewed and revised. Findings -- Out of 504 patients on the specialist ADHD database, 104 adolescents were eligible for transition to adult services. A total of 19 patients (18 per cent) were referred to CAMHS. A total of 68 adolescents (65 per cent) were discharged from the paediatric services following voluntary discontinuation of medications and non-attendance at follow-up clinics. Only 16 patients (15 per cent) were successfully referred to the specialist adult ADHD services (three of them already discharged). A multi-disciplinary transitional care pathway to adult services for young people with complex health needs and learning difficulties and information for the carers and young people have been designed and adopted in the local city borough, agreed by all the stakeholders. Practical implications -- A total of 73 per cent of eligible patients were either discharged or lost to follow-up. There must be some flexibility in the referral pathway to the adult ADHD services to allow some of the adolescents who were previously lost to follow-up to be re-referred by other primary or secondary care healthcare professionals if the need arises in the future. Originality/value -- The paper shows that there is a high rate of discontinuation of medications, loss to follow-up and a remarkably low rate of successful transition to locally commissioned adult ADHD services among adolescents diagnosed with ADHD in childhood. [ABSTRACT FROM AUTHOR]

The revival of monasticism in the eleventh century promoted greater seclusion of monks and the re-positioning of care offered to the community. The increasing prevelance of leprosy also prompted the development of hospitals as independent foundations. These factors contributed to the establishment of over 1000 hospitals in England during the medieval period (AD 1050–1550). Documentary evidence relating to the inhabitants of these sites, particularly non-adults, is scarce. Over the past twenty years, archaeological excavations and bioarchaeological studies of medieval hospital cemeteries across England, have produced an increasing body of evidence which is revealing new information about hospital inhabitants. This paper will provide an overview of current approaches to the study of non-adults buried at medieval hospitals from historical, archaeological and bioarchaeological perspectives. Consideration is given to the theoretical and scientific advances in these areas, and the potential of osteological methods to enhance our knowledge of non-adults in hospital populations. [ABSTRACT FROM AUTHOR]

Analysing primary materials from the USA, England and Australia, this paper explores the discursive production of childhood sexuality within the social hygiene movement. Attempts to shape and tame ‘the native capacities’ of impoverished children into socially acceptable, monogamous heterosexuals functioned as a central tenet of sexual hygiene reform. Habituation provided the pedagogical entry point for hygiene's normalising project. The paper concludes that the body of the child functioned as the rationale through which the proliferation of the increasing management of both the individual and the population was rendered credible within sexual hygiene narratives. [ABSTRACT FROM PUBLISHER]

Research involving children, deemed to have difficulties with conventional means of communication, can perpetuate reductive forms of representation of children's knowledges and experiences. This article focuses on the possibilities and opportunities that visual and creative methods can offer to researching with children. Children advance their views in and through spontaneous and concrete forms of participation. Autonomy in aesthetic acts is central to this methodology; to explore practices that produce and reproduce presuppositions deriving from societal attitudes affecting research with children, their agency and self-presentation. This cross-cultural study was conducted in Central Italy and North West England: children contributed their perspectives and experiences through participation in a series of creative encounters resulting in aesthetic and embodied outcomes of sociological and educational significance. The study contributes to the debate on children's autonomy and the value and quality of participation through artistic practice. Examples from the corpus of data, which includes a series of artefacts and over 900 photographs from each geo-cultural context, are presented. The study shows that it is possible to harmonise power imbalances in spaces of creative freedom, in research and education, where children's choices and agency are respected. [ABSTRACT FROM AUTHOR]

This article is an attempt to shed some further light on the people and the processes involved in the identification of mental deficiency in children and young people.∗∗ In order to do this, it turns away from the themes that have been most prominent in the historiography to date: elite and professional ideas, parliamentary and public debates and the formulation of policy. Instead, the paper is concerned with a single instance of diagnosis of imbecility in an 11-year-old schoolboy in a rural village in the English county of Hertfordshire. As far as is possible it reconstructs this diagnosis and charts and explains a remarkable and successful challenge to it in the High Court. In doing so, it draws on a variety of documentary records – educational, legal and medical – as well as the testimony of some of the surviving members of the family concerned. In employing these sources particular attention is paid to the actions of the people involved in diagnosis, and it seeks to explain and understand those actions with explanatory tools taken from cultural history. [ABSTRACT FROM AUTHOR]

The paper tells of the social constructs surrounding young children with learning difficulties in their home, 'special' early education setting and 'inclusive' or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs. [ABSTRACT FROM AUTHOR]

This paper reports on the development and evaluation of a project to support the learning of the mother tongue by children aged 4-8 years. The aim of the project was to: actively involve and engage children with learning their mother tongue for functional use; involve parents in the learning process and support them in doing so; and increase children's regular attendance at the educational setting where formal teaching of the mother tongue takes place. A program entitled 'Learning Together' was developed, drawing on the principles of socio-cultural theory and developmentally appropriate practice that underpin the pedagogical praxis in early childhood. The program was implemented in a Greek community school located in England. The project followed an ethnographic case-study methodology. Its findings are discussed in terms of the implications for pedagogical approaches and practices that might be applicable in similar contexts and situations. [ABSTRACT FROM AUTHOR]

A consistent criticism from the emergent literature on children's career development has been that career-related learning in primary schools has received limited attention. A particular gap in the literature is the application of careers theory applied to pedagogy and employer engagement within primary schools. This article examines an innovative collaborative approach based on research undertaken in seven of the most deprived Wards in Derby city, England and further extended to include 32 primary schools. The mixed-methods study provides insight to children's hopes and aspirations, teacher feedback and the role of business volunteers. Strengths, limitations and future directions of the approach are discussed. [ABSTRACT FROM AUTHOR]

ECEC refers to formal education and care provided in settings registered with a regulator, such as Ofsted in England, for example nurseries, childminders, playgroups and children's centres. Regulated ECEC settings include private and public providers. Further information about ECEC in England can be found in the POSTnote on Early Childhood Education and Care and the Commons Library briefing on Early years funding (England). This article provides an overview of the impact of COVID-19 on ECEC provided in regulated settings from birth to the start of primary school. It does not cover informal care provided by relatives or friends, or school reception year. Education is devolved and this rapid response applies to England only. [ABSTRACT FROM AUTHOR]

The past two decades has seen widespread academic and public concern about boys' academic achievement and the emergence of discourses that identify girls as academic 'winners' in the primary classroom; however, this article aims to problematise these trends. Drawing on ethnographic research carried out in a primary school classroom in London, this article draws attention to 'boysplaining,' a set of behaviours carried out by certain boys which constituted a form of hegemonic masculinity in this classroom. Boysplaining, a younger version of mansplaining, manifested both verbally and physically, and appears to affect how girls navigate the classroom. This research indicates how boysplaining disadvantages girls, raising questions about the extent to which girls are 'winning' in primary school classrooms today. The article calls for further research on boysplaining in other classrooms, in particular to examine the academic, social and emotional consequences of these behaviours on girls and non-hegemonic boys. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of English Studies is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Both education and parenting became increasingly ‘child-centred’, or ‘progressive’, in post-war England. This article contends that the impact of this shift for concepts of childhood, and for children themselves, was equivocal. Progressive methods were physically and emotionally demanding for both teachers and parents, and popularised versions of developmental psychology and psychoanalysis shaped a limiting concept of the child. This article also suggests, in line with recent work by Thomson and Shapira, that changing concepts of childhood map democratic selfhood because the capabilities that children lacked were those that must be possessed by the adult citizen. By exploring how children were defined in relation to adults, and how adults’ needs were increasingly subordinated to those of the child, this article also begins to question how we might usefully use age as a ‘category of historical analysis’. [ABSTRACT FROM AUTHOR]

Sleep disorders, such as insomnia and nightmares, are commonly associated with Borderline Personality Disorder (BPD) in adulthood. Whether nightmares and sleep-onset and maintenance problems predate BPD symptoms earlier in development is unknown. We addressed this gap in the literature using data from the Avon Longitudinal Study of Parents and Children (ALSPAC). Participants included 6050 adolescents (51.4 % female) who completed the UK Childhood Interview for DSM-IV BPD at 11 to 12 years of age. Nightmares and sleep onset and maintenance problems were prospectively assessed via mother report when children were 2.5, 3.5, 4.8 and 6.8 years of age. Psychopathological (i.e., emotional temperament; psychiatric diagnoses; and emotional and behavioural problems) and psychosocial (i.e., abuse, maladaptive parenting, and family adversity) confounders were assessed via mother report. In logistic regressions, persistent nightmares (i.e., regular nightmares at 3 or more time-points) were significantly associated with BPD symptoms following adjustment for sleep onset and maintenance problems and all confounders (Adjusted Odds Ratio = 1.62; 95 % Confidence Interval = 1.12 to 2.32). Persistent sleep onset and maintenance problems were not significantly associated with BPD symptoms. In path analysis controlling for all associations between confounders, persistent nightmares independently predicted BPD symptoms (Probit co-efficient [β] = 0.08, p = 0.013). Emotional and behavioural problems significantly mediated the association between nightmares and BPD (β =0.016, p < 0.001), while nightmares significantly mediated associations between emotional temperament (β = 0.001, p = 0.018), abuse (β = 0.015, p = 0.018), maladaptive parenting (β = 0.002, p = 0.021) and subsequent BPD. These findings tentatively support that childhood nightmares may potentially increase the risk of BPD symptoms in early adolescence via a number of aetiological pathways. If replicated, the current findings could have important implications for early intervention, and assist clinicians in the identification of children at risk of developing BPD. [ABSTRACT FROM AUTHOR]

Capitalist expansion is predicated on consumption and growth driven by citizens following their individual preferences in the marketplace. To promote consumption and influence consumer wants and desire, propaganda is used to persuade citizens to purchase products using a wide and diverse range of techniques. In recent decades, this has involved an increase in the marketing of products and consumerist values to children through the education system and the broader media. This article argues that successive UK governments’ public policy in this area has been characterized by inaction, inertia and contradiction and that the resulting policy disjunctures are at variance with their public rhetoric about the commercialization of childhood and professed objectives regarding the promotion of environmental awareness and sustainable lifestyles in schools. [ABSTRACT FROM PUBLISHER]

Background. We aimed to elucidate early antecedents of suicide including possible mediation by early child development. Method. Using the 1958 birth cohort, based on British births in March 1958, individuals were followed up to adulthood. We used data collected at birth and at age 7 years from various informants. Suicides occurring up to 31 May 2009 were identified from linked national death certificates. Multivariate Cox proportional hazard models were used to investigate risk factors. Results. Altogether 12399 participants (n=44 suicides) had complete data. The strongest prenatal risk factors for suicide were: birth order, with risk increasing in later-born children [ptrend =0.063, adjusted hazard ratio (HR)], e.g. for fourth- or later-born children [HR=2.27, 95% confidence interval (CI) 0.90-5.75]; young maternal age (HR=1.18, 95% CI 0.34-4.13 for ⩽ 19 years and HR=0.41, 95% CI 0.19-0.91 for >29 years, ptrend=0.034); and low (<2.5 kg) birth weight (HR=2.48, 95% CI 1.03-5.95). The strongest risk factors at 7 years were externalizing problems in males (HR=2.96, 95% CI 1.03-8.47, Ptrend"0.050) and number of emotional adversities (i.e. parental death, neglected appearance, domestic tension, institutional care, contact with social services, parental divorce/separation and bullying) for which there was a graded association with risk of suicide (ptrend = 0.033); the highest (HR=3.12, 95% CI 1.01-9.62) was for persons with three or more adversities. Conclusions. Risk factors recorded at birth and at 7 years may influence an individual's long-term risk of suicide, suggesting that trajectories leading to suicide have roots in early life. Some factors are amenable to intervention, but for others a better understanding of causal mechanisms may provide new insights for intervention to reduce suicide risk. [ABSTRACT FROM AUTHOR]

The purposes of this article are to understand the factors that women are likely to take into consideration when making employment decisions and childcare choices while their babies are young, and to identify their choices, beliefs and dilemmas: the focus is on the experiences of working mothers in England. These choices are problematised in the context of mothers placing their babies with carers in day care settings who ‘love’ their children. Drawing from a larger study, the focus is on the narrative and experience of Ayesha in order to illuminate the tensions of being a mother responsible for, and making decisions about her child's care and education, coupled with her working role as an early years education advisor. Issues about gender and education are enmeshed in Ayesha's narrative through these two roles and the subject positions which they created. Ayesha's narrative illustrates the ways in which such decisions can be fuelled by contradictory political messages which are sensationalised by the media in relation to the role of a ‘good’ mother. The findings suggest there is a need to discuss the impact of media sensualisation on mothers' decision-making and to highlight the importance mothers place on close, loving relationships between the carer and the baby. [ABSTRACT FROM AUTHOR]

The reluctance of parents to provide sex education has been a problem for educators since the first attempts at the modernisation of sex education in the early twentieth century, yet the sexual needs, desires and fears of parents are rarely even mentioned in pedagogical debates. This article examines the intense anxiety and embarrassment felt by both parents and teachers when they tried to provide sex education in mid-twentieth-century England. The gendered sexual cultures of women and men and the way in which these shaped responses to the pubertal experience of girls and boys are described. Sex education was a rational progressive discourse; the response of sex educators to resistance and rejection of what they offered was to present ‘rational’ arguments explaining that these anxieties are unnecessary and can thus be abandoned. Waves of popular emotion concerning child sexual abuse since the 1980s demonstrate the continuing relevance of this fear and anxiety, emotions that shaped the course of sex education over the past century. [ABSTRACT FROM PUBLISHER]

Background Skin prick testing ( SPT) is fundamental to the practice of clinical allergy identifying relevant allergens and predicting the clinical expression of disease. There are only limited data on the natural history of SPT results over childhood and adolescence. Objective We aimed to describe the natural history of SPT and patterns of sensitization over childhood and adolescence. Methods The 1989 Isle of Wight birth cohort (1456 participants) was followed up at 1, 2, 4, 10 and 18 years. SPT was undertaken from 4 years. Results SPT was performed on 980 (80%), 1036 (75%) and 853 (65%) of participants at 4, 10 and 18 years. The prevalence of sensitization to any allergen at these time-points was 19.7%, 26.9% and 41.3% respectively. At each time-point, boys were significantly more likely to be sensitized ( P < 0.016) and sensitization significantly increased over childhood and adolescence (average annual increase of 7%). Some children outgrew their sensitization. The rate of sensitization to most individual allergens increased over childhood and adolescence. A configural frequency analysis showed that whether an individual was sensitizated was relatively fixed over childhood and adolescence. Cluster analysis at 4 years demonstrated four major groups of individuals with similar co-sensitization to specific allergens. Children who were sensitized at age 4 years generally went onto become sensitized to additional allergens at 10 and 18 years. Conclusions and Clinical Relevance Allergic sensitization continues to increase over childhood into adolescence although the majority of children who were not sensitized at 4 years remain non-sensitized throughout childhood and adolescence. The presence of sensitization at 4 years predicted later sensitization to additional allergens. [ABSTRACT FROM AUTHOR]

Commentaries on childhood, whilst abundant, largely depend on secondary sources, namely adults. This research attempts to address the question 'what is childhood?' by consulting the primary source - children. This case study, of children attending a day-care centre in the West Midlands, England, adopted research tools that were developed to meet the needs of young children as research participants. Perspectives of childhood were identified and labelled the 'Playful Child', the 'Unknowing Child', the 'Needful Child' and the 'Unauthorised Child'. The findings suggest a necessary review of the role of the early years practitioner, in particular where practitioners are 'playing with' young children. [ABSTRACT FROM AUTHOR]

There is growing evidence that children labelled as academically gifted are subjected to negative attitudes from others and that this impacts on their self-esteem and motivation to succeed. Through an analysis of British newspaper stories about gifted children, this article explores the socially constructed nature of the concept of the 'gifted child' and finds that children identified as gifted academically are framed more negatively than those who are exceptionally able in music or sport. The article questions the growing practice of labelling children as academically gifted in English schools given the negative stereotypes that surround this classification. [ABSTRACT FROM AUTHOR]

Association football is now a multi-billion dollar global industry whose emergence spans the post-medieval to the modern world. With its professional roots in late nineteenth-century industrial Lancashire, stadiums built for the professionalization of football first appear in any numbers in the North of England. While many historians of sport focus on consumerism and ‘topophilia’ (attachment to place) regarding these local football grounds, archaeological research that has been conducted on the spectator experience suggests status differentiation within them. Our excavations at Peel Park confirm this impression while also showing a significant afterlife to this stadium, particularly through children's play. [ABSTRACT FROM PUBLISHER]

This article is concerned with the challenge of representing children in audio-visual material commissioned by The Open University in the UK to support an interdisciplinary undergraduate course on childhood. The article explores the process of filming and representing children's lives audio-visually and the ways in which these processes contribute to an understanding of childhood as an unstable conceptual category. Our exploration of these themes rests upon a critical analysis of the production process that includes reflections on our own role as academics, interviews with the directors responsible for the filming, and textual analysis of the audio-visual material itself. Our focus throughout is upon the pedagogic project of producing audio-visual material for distance learners. We discuss the ways in which processes of representation may enhance our understanding of childhood as a defining trope that is both constructed and lived. Our analysis suggests that processes of representation highlight the fragility of childhood as a conceptual category in which boundaries between adulthood and childhood remain fluid, geographically diverse, and contextually contingent. [ABSTRACT FROM PUBLISHER]

This essay explores the interplay between educational and architectural methodologies for analysing the school environment. It historicises the affinity between architectural and educational practices and modes of knowledge pertaining to the child's body during the period of postwar reconstruction in England to argue that educational spaces were designed to accommodate the child's free movement and bring it under observation, in order to constitute an active and emotionally adjusted citizen. Drake and Lasdun's Hallfield Primary School is studied to illustrate the architectural implications of the shift in the modes of knowledge defining the child as an active and emotive subject, in part by aestheticising the sensation of movement. Thus the essay expands upon Andrew Saint's seminal account by reinterpreting the architecture of the postwar school as a social technology, and identifying a pragmatist current of modernist architecture that was influenced by the concepts of time and growth developed independently by Alfred North Whitehead and Herbert Read. [ABSTRACT FROM AUTHOR]

Background: Few studies have examined epidemiological differences between ethnic groups for children and young adults with cancer.Methods: Subjects aged 0-29 years, diagnosed between 1990 and 2005 in the former Yorkshire Regional Health Authority, were included in the analysis. Ethnicity (south Asian or not) was assigned using name analysis program and Hospital Episode Statistics data. Differences in incidence (per 1,000,000 person-years) rates and trends were analysed using joinpoint and Poisson regression analysis.Results: Overall cancer incidence was similar for south Asians (12.1, 95% CI: 10.7-13.5; n=275) and non-south Asians (12.6, 95% CI: 12.2-13.1; n=3259). Annual incidence rates increased significantly by 1.9% per year on average (95% CI: 1.2-2.6%), especially for south Asians (7.0%; 95% CI: 4.2-9.9%).Conclusion: If present trends continue, the higher rate of increase seen among south Asians aged 0-29 years in Yorkshire will result in three times higher cancer incidence than non-south Asians by 2020. [ABSTRACT FROM AUTHOR]

In this article, we explore the nature of identity in the contemporary transnational family. To do this we extend lifecourse scholarship by considering Bauman's liquid modernity thesis and introducing the concept of a liquid life path. Original empirical examples drawn from our work among South American migrants and their families living in London and northern England illustrate diverse patterns of identification; everyday practices and social norms associated with maintaining split families, including parenting and remitting, coalesce around liquid life paths. We describe how these life paths turn on and reproduce a set of spatial and temporal imaginaries. We also reflect on the implications of these fluid imaginaries for our understanding of transnational familyhood. [ABSTRACT FROM AUTHOR]

We analysed the incidence, tumour types, management and outcome of gynaecological cancer diagnosed from 1995-2004 in females <21 years in south-west England. Data from the South West Cancer Intelligence Service were compared with those from regional and national registries. A total of 63 patients had gynaecological malignancies: 49 ovarian; nine cervical; the remainder vaginal, uterine or pelvic. The median age was 16 years. Germ cell tumours (26) and carcinomas (6) were the commonest primary ovarian and cervical tumours respectively. Most patients had fertility-sparing procedures. Only seven required re-operation. Information about chemoradiotherapy was incomplete. Four deaths occurred. All patients were followed >3 years and 68% >5 years, with 94% survival to date. Fertility preservation did not impair survival. Mortality is an inadequate indicator of outcome; cancer registries should record information on fertility and pregnancy outcomes, second tumours and long-term treatment-related complications. Improved management requires greater centralised assessment of histology, follow-up and adjuvant treatment. [ABSTRACT FROM AUTHOR]

This article examines the cultural transfer of Christmas customs from Germany to England in the long nineteenth century, and contextualizes the reception of new cultural practices by the English within the broader context of Anglo-German relations. Although the modern Christmas festival developed in parallel fashion in a number of countries, German customs, particularly the Christmas tree, played a significant role in the evolution of the festive season in England, and its configuration as a festival for children. The initial reception of Christmas tree rituals in England owed much to the activities of a small literary elite, who, particularly in literature for children, represented the Germans as an honest, simple and home-loving people, a theme which survived worsening Anglo-German relations in the late nineteenth century, and was a key narrative in the reporting of the famous Christmas truce during the First World War. It has also recently re-emerged in the popularity of German Christmas markets: they promote a vision of a timeless and authentic festival unspoiled by the taint of commercialism, which coexists alongside negative German stereotyping. The majority of nineteenth-century sources, however, failed to interrogate the German origins of the Christmas tree too closely, which encouraged the popular and enduring belief that Prince Albert introduced the Christmas tree to England. This reveals a strong tendency for imported customs to be naturalized and made palatable to the national story, and further complicates the process of trying to distinguish between cultural transfer and parallel developments. [ABSTRACT FROM AUTHOR]

This article explores some of the methodological, ethical and practical difficulties of researching with young black people and is based on a three-year long research project that was a collaboration between The Children's Society (a major NGO in England) and the University of Central England in Birmingham. The article uses findings from this research project to examine some broader epistemological issues related to ethnography, research more generally, and young black people's dealings with the youth and criminal justice systems. [ABSTRACT FROM AUTHOR]