DOCSLIB.ORG

Children of Fjrst Generation Ethiopian Immigrant Parents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Children of Fjrst Generation Ethiopian Immigrant Parents CHILDREN OF FJRST GENERATION ETHIOPIAN IMMIGRANT PARENTS AT HOME AND AT EARLY CHILDHOOD EDUCATION SE'ITINGS: UNDERSTANDING THEIR EXPERIENCES THROUGH THE PERSPECTNES OF THEIR PARENTS AND TEACHERS Bizunesh Wubie A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching, and Learning Ontario institute for Studies in Education of the University of Toronto O Copyright by Bizunesh Wubie 200 1 National Library Bibliothèque nationale l*a ofCanada du Canada Acquisitions and Aoqï!sitions et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington Onawa ON KiA ON4 Ottawa ON K1A ON4 canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence ailowing the exclusive permettant à la National Library of Canada to Bbiiothèque nationale du Canada de reproduce, loan, disûi%uteor seii reproduire, prêter, distribuer ou copies of this thesis in microfom, vendre des copies de cette thèse sous paper or electtonic formats. Ia fonne de microfiche/^ de reproduction sur papier ou suformat électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ai des extraits substantiels may be printed or othenvise de celle-ci ne doivent êîre imprimés reproduced without the author's ou autrement reproduits sans son pe~ssion. autorisation. Children of First Generation Ethiopian Immigrant Parents rit Home and at Early Childhood Education Settings: Understanding their Experiences Through the Perspectives of their Parents and Teachers Bizunesh Wubie, Doctor of Philosophy, 200 1 Department of Curriculum, Teaching, and Learning Ontario Institute for Studies in Education of the University of Toronto ABSTRACT More than half of the children in early childhood education settings (ECES) in Toronto come from immigrant families with diverse langages, cultures and racial backgrounds. Yet, little is known about their experiences in their homes and in their ECES. The major purpose of this study was to explore some aspects of the experiences of children of first generation Ethiopian immigrant parents in these two settings, mainly, through the perspectives of their parents and teachers. Qualitative research rnethodology was used to examine the experiences of six children. Their twelve parents and six teachers were interviewed. Observations were conducted in their homes and in their classroorns. The conclusions that emerged frorn the study inciuded: a) the chiidren experïenced intense uneasiness during their transitions from home to ECES; b) based on their transitional experiences from home to ECES, three groups of children were identified: children who cry and screarn the moment they arrive at ECES; children who get excited and play well for the first two or more days and then start crying and screaming; and children who adapt to the situation easily; c) the experiences of the chiidren are influenced by their parents' experiences in their country of origin, Ethiopia, and in their new counuy, Canada; and d) the children's experiences at home and at early chiIdhood education classroom settings (ECECS) are interconnected. The study also discerned these themes: a) children are agents of change in their homes as the result of their experiences in ECES; b) children are bridges connecting home and ECECS and thus enabling parents and teachers to lem from each other; and c) children are cumculum CO-deveIoperscontributing to the promotion of inclusiveness in the curriculum of ECECS. In the process of leming the language of the ECES,English, the children passed through phases: talking in their own home language; uttering strange words; using few words/phrases; assigning the right worddphrases to the right things; and communicating in simple sentences. in conclusion, this study shows that understanding the experiences of children at home and at ECES cm help to facilitate better care and education for young children in general and for children of diverse cultures and Ianguages in particular. There were several people who supported and encouraged me to make this challenging reseach journey a positive leming experiences. Although 1regret for not being abIe to mention their real narnes, my first and deepest gratitude goes to the six Little children, their twelve parents and their six teachers without whose cooperation, experiences and resemoir of knowledge this thesis would not have been possible. I also express my appreciation to the principals and the administrative staff of the six early childhood education settings without whose permission and cooperation I would not have been able to reach the teachers and the children in the classrooms. My second deepest gratitude goes to my academic advisor, Professor Joe Farrell, who, right from the beginning of my graduate work, offered me invaluable advice and instant responses for al1 my quests. Joe 1 sincerely thank you for guiding and dlowing me to follow my line of interest. A special note of thanks goes to my thesis supervisor, Professor George Dei, whose keen interest in my thesis topic, whose trust in me, whose tactful and discipjined guidance and whose readiness to read my work and respond instantly have been a vitai source of energy and academic empowerment during the thesis journey. George, i am particularly thankful for leaving me a space to follow my own path. I am also heavily indebted to my thesis committee members, Professor David Selby, Professor Ardra Cole and Professor Linda Cameron, not only for their constant support and encouragement throughout the thesis work, but aiso for reading and editing the thesis thoroughly and providing me with incisive comments and constructive suggestions. My sincere gratitude aiso goes to my extemal examiner, Professor Judith Bernhard, for her thoughtful and thorough examination of my thesis. 1owe a very specid debt of gratitude to my frîends, Beth Symes md Diane Johnson, Cor making my graduate work and my stay in Canada so hIfilling. Beth, 1 do not think i cmthank you enough for your invaluable insight and time you exerted in editing the first dnft of this thesis. Diane, 1 really thank you so much not only for your continuous friendly support, but also for your precious time in reading chaprers. Beth and Diane, 1 consider myself to be very fortunate and prîvileged to have both of you as friends, My close friends, HaregewoidHagi and Wondimu played a vital role of providing me with constant social and emotional support. Hagi, 1th& you so much for asking me about my days almost everyday. 1 also thank you so much for becoming a inember of my family and for being with me in al1 times of dificulties and happiness. Wondimu, I am really grateful to you for being readily availablt whenever 1 needed your help. 1extend my ,mtitude to my friends, the members of St. Mary Women's Association, where I also belong, for their stirnulating encouragement and sisteriy support. 1thank rny brothers, Abebe Wubie, TekIu Wubie, Hailu Wubie, Yehualashet Wubie and my many nieces and nephews, in Ethiopia and eisewhere, for their great support and unconditional respect for dl my endeavors. A motherly and hedelt thanks goes to my daughters, Hellen Yigzaw, Ejigayehu Reta and my son in-law, Nega Worku, whose love, respect, concem, trust in me and unfailing encouragement sustained me during the whole process of the graduate work. A special Love goes to my three-year-old granddaughter, Abigail, not only for pcacticaliy teaching me about her day-to-day expenence as an infant of first generation Ethiopian immigrant parents, but also for entertaining me either in person or on the telephone whenever 1 needed a break from my thesis work. Abigail, this thesis is for you. Keep it as a reminder of your grandmother as a graduate student. Above dl, 1owe a huge debt of gratitude and tfianks to my husband, Shiferaw Desta, who calmly endured my absence and encouraged me to finish what 1started. 1am extremeIy gratefuI to the Social Science and Humanities Research Council of Canada, SSHRC, and the Ontario Graduate Student schoiarship, OGS,for the financiai award they granted me without which this thesis would not have ken maieridized. My gratitude is aiso extended to dl rny professors, colleagues, fellow ,pduate students and administrative staff, at the University of Toronto in generai and at the Ontario hstitute for Studies in Education in particdu, who directIy or indirectly contributed to my graduate work. Finally, 1thank God for sustaining my faith in hirn that keeps me going, TU MY MOTHER, SEMENEMARIAM WOLDEAnIAhrUEL, AND MY BROTHER, GiRMA CWBIE, BOTH OF WHOM PASSED A WAY DURING THE PERIOD OF THIS THESIS WRITING. EMMAAND WONDMGETA, MAY YOUR SOUL REST IN PEACE TABLE OF CONTENTS .* ABSTRACT ......................................................................................................... 11 ACKNO WLEDGMENT .......................................................................iv TABLE OF CONTENTS .......................................................................... vii CHAPTER ONE 1. NTRODUCTION.......,....,........+....~................................................ 1 1.1. BEHIND THE THESIS TOPIC: MY PERS ONAL AND PROFESSIONAL JOURNEY ............................................. 1 1.2. BACKGROUND AND THE STATEMENT OF THE PROBLEM .................... ,.-..... ...... ..................... 1O 1.3. THE OBJECTIVE OF THE STUDY AND THE RESEARCH
Load more

Recommended publications
  • The Evocative and Persuasive Power of Loaded Words in the Political Discourse on Drug Reform
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenEdition Lexis Journal in English Lexicology 13 | 2019 Lexicon, Sensations, Perceptions and Emotions Conjuring up terror and tears: the evocative and persuasive power of loaded words in the political discourse on drug reform Sarah Bourse Electronic version URL: http://journals.openedition.org/lexis/3182 DOI: 10.4000/lexis.3182 ISSN: 1951-6215 Publisher Université Jean Moulin - Lyon 3 Electronic reference Sarah Bourse, « Conjuring up terror and tears: the evocative and persuasive power of loaded words in the political discourse on drug reform », Lexis [Online], 13 | 2019, Online since 14 March 2019, connection on 20 April 2019. URL : http://journals.openedition.org/lexis/3182 ; DOI : 10.4000/ lexis.3182 This text was automatically generated on 20 April 2019. Lexis is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Conjuring up terror and tears: the evocative and persuasive power of loaded w... 1 Conjuring up terror and tears: the evocative and persuasive power of loaded words in the political discourse on drug reform Sarah Bourse Introduction 1 In the last few years, the use of the adjective “post-truth” has been emerging in the media to describe the political scene. This concept has gained momentum in the midst of fake allegations during the Brexit vote and the 2016 American presidential election, so much so that The Oxford Dictionary elected it word of the year in 2016. Formerly referring to the lies at the core of political scandals1, the term “post-truth” now describes a situation where the objective facts have far less importance and impact than appeals to emotion and personal belief in order to influence public opinion2.
    [Show full text]
  • Maternal Activism
    1 Biography as Philosophy The Power of Personal Example for Transformative Theory As I have written this book, my kids have always been present in some way. Sometimes, they are literally present because they are beside me playing, asking questions, wanting my attention. Other times, they are present in the background of my consciousness because I’m thinking about the world they live in and the kind of world I want them to live in. Our life together is probably familiar to many U.S. middle-class women: I work full-time, the kids go to school full time, and our evenings and weekends are filled with a range of activities with which we are each involved. We stay busy with our individual activities, but we also come together for dinner most nights, we go on family outings, and we enjoy our time together. As much time as I do spend with my kids, I constantly feel guilty for not doing enough with them since I also spend significant time preparing for classes, grading, researching, and writing while I’m with them. Along with many other women, I feel the pressure of trying and failing to balance mothering and a career. Although I feel as though I could be a better mother and a bet- ter academic, I also have to concede that I lead a privileged life as a woman and mother. Mothers around the world would love to have the luxury of providing for their children’s physical and mental well-being. In the Ivory Coast and Ghana, children are used as slave labor to harvest cocoa beans for chocolate (Bitter Truth; “FLA Highlights”; Hawksley; The Food Empowerment Project).
    [Show full text]
  • Angel Or Devil? a Privacy Study of Mobile Parental Control Apps
    Proceedings on Privacy Enhancing Technologies ..; .. (..):1–22 Álvaro Feal*, Paolo Calciati, Narseo Vallina-Rodriguez, Carmela Troncoso, and Alessandra Gorla Angel or Devil? A Privacy Study of Mobile Parental Control Apps Abstract: Android parental control applications are 1 Introduction used by parents to monitor and limit their children’s mobile behaviour (e.g., mobile apps usage, web brows- The dependency of society on mobile services to per- ing, calling, and texting). In order to offer this service, form daily activities has drastically increased in the last parental control apps require privileged access to sys- decade [81]. Children are no exception to this trend. Just tem resources and access to sensitive data. This may in the UK, 47% of children between 8 and 11 years of age significantly reduce the dangers associated with kids’ have their own tablet, and 35% own a smartphone [65]. online activities, but it raises important privacy con- Unfortunately, the Internet is home for a vast amount cerns. These concerns have so far been overlooked by of content potentially harmful for children, such as un- organizations providing recommendations regarding the censored sexual imagery [20], violent content [91], and use of parental control applications to the public. strong language [51], which is easily accessible to minors. We conduct the first in-depth study of the Android Furthermore, children may (unawarely) expose sensitive parental control app’s ecosystem from a privacy and data online that could eventually fall in the hands of regulatory point of view. We exhaustively study 46 apps predators [2], or that could trigger conflicts with their from 43 developers which have a combined 20M installs peers [30].
    [Show full text]
  • The Theory of Dyadic Morality: © 2017 by the Society for Personality and Social Psychology, Inc
    PSRXXX10.1177/1088868317698288Personality and Social Psychology ReviewSchein and Gray 698288research-article2017 Article Personality and Social Psychology Review 1 –39 The Theory of Dyadic Morality: © 2017 by the Society for Personality and Social Psychology, Inc. Reprints and permissions: Reinventing Moral Judgment by sagepub.com/journalsPermissions.nav DOI:https://doi.org/10.1177/1088868317698288 10.1177/1088868317698288 Redefining Harm pspr.sagepub.com Chelsea Schein1 and Kurt Gray1 Abstract The nature of harm—and therefore moral judgment—may be misunderstood. Rather than an objective matter of reason, we argue that harm should be redefined as an intuitively perceived continuum. This redefinition provides a new understanding of moral content and mechanism—the constructionist Theory of Dyadic Morality (TDM). TDM suggests that acts are condemned proportional to three elements: norm violations, negative affect, and—importantly—perceived harm. This harm is dyadic, involving an intentional agent causing damage to a vulnerable patient (A→P). TDM predicts causal links both from harm to immorality (dyadic comparison) and from immorality to harm (dyadic completion). Together, these two processes make the “dyadic loop,” explaining moral acquisition and polarization. TDM argues against intuitive harmless wrongs and modular “foundations,” but embraces moral pluralism through varieties of values and the flexibility of perceived harm. Dyadic morality impacts understandings of moral character, moral emotion, and political/cultural differences, and provides research guidelines for moral psychology. Keywords morality, social cognition, judgment/decision making, moral foundations theory, values The man intentionally gished the little girl, who cried. Kellogg, 1890, p. 233). The creator of Kellogg’s cereal Gish is not a real word, but when people read this sentence, was claiming that masturbation was morally wrong they automatically judge the man to be doing something because of the harm it caused.
    [Show full text]
  • Social Work and the Rights of the Child
    International Federation of Social Workers Social Work and the Rights of the Child A Professional Training Manual on the UN Convention Front-page photo: UNICEF/DO179-0001/Rotner Print: Fischer AG für Data und Print, CH-3110 Münsingen, Switzerland IFSW Manual: Social Work and the Rights of the Child SOCIAL WORK AND THE RIGHTS OF THE CHILD A Professional Training Manual on the UN Convention 1 INTRODUCTION 4 2 BACKGROUND 5 3 A COMMITMENT TO CHILDREN’S HUMAN RIGHTS 7 4 MAKING SENSE OF THE CONVENTION ON THE RIGHTS OF THE CHILD 10 I GENERAL MEASURES OF IMPLEMENTATION 11 (Articles 4, 42 and 44) A Comprehensive review of legislation, policy and practice 11 B Permanent mechanisms to ensure implementation 11 C Budgetary analysis and allocation of necessary resources 11 D Promoting the Convention to professionals and to the public 11 E The role of social workers in promoting full compliance with the Convention 11 II DEFINITION OF THE CHILD 15 (Article 1) Variations in national legislation, minimum ages and the application of the Convention in relation to: A Civil Law 16 B Criminal Law 16 C Constitutional Law 17 D Employment Law 17 E Rights to know biological origins 19 F Access to education 19 G Sexual consent and marriage 20 H Voluntary and forced conscription into the armed forces 21 I Religious freedom 21 J Use of alcohol and other controlled substances 22 III GENERAL PRINCIPLES 24 A Non-discrimination (art 2) 24 B Best interests of the child (art 3) 25 C Respect for the views of the child (art 12) 29 IV SURVIVAL AND DEVELOPMENT 30 (Article 6) 1 IFSW Manual: Social Work and the Rights of the Child V BASIC HEALTH AND WELFARE 33 (Articles 6, 18 para 3, 23, 24, 26 and 27 paras 1-3) A Health and health services (art 24) 33 B Social security and child care services and facilities (articles 26 and 34 18 para.
    [Show full text]
  • Since Sylvia Plath's Death, a Mythology Has Sprung up Around
    Plath Profiles 215 The Drama of Confession: Orchestration of Emotion and Self-Disclosure in Ariel Suzanne Richter Since Sylvia Plath's death, a popular mythology has sprung up. Many readers feel they know who she was and what she was about, and their responses to what they think they know have often been quite extreme. But we cannot know Plath. From the poems alone, we cannot make assumptions as to the nature of Plath's personality, simply because her poems may show us a speaker who is, in turn, hysterical, manipulative, melodramatic, cool, and angry. It does not mean the poet was necessarily this way, in either her private or public life. Regarding the polarized response Plath often calls up, Ernest Hilbert in his essay "The Voice of the Poet" (2005) writes: The first holds that her death was a necessary final act in the literary passion play of a woman's escape from a world of persecution and limits… The other camp is one of dismissive chauvinism, endeavoring half-heartedly to corrupt her reputation with imputations that she was marginally-talented, conceited, pampered, and would have been profoundly unhappy whatever her circumstances. (cprw.com) Yet a careful reading of Plath's poems reveals that they are neither the cathartic outpourings of a spoiled, upper-class housewife nor the wild, deranged writings of a narcissistic lunatic. Plath's poems are deliberately stylized and carefully crafted. Many theatrical devices are, in fact, employed in these poems. Two of the primary devices are narrative masks and heightened use of language. Rhetorical gestures are frequently delivered as questions, imperatives, and exclamations.
    [Show full text]
  • The Phalanstery
    THE CHILDREN AT THE PHALANSTERY. A FAMILIAR DIALOGUE ON EDUCATION. BY F. CANT AGREL. TRANSLATED BY FRANCIS GEO. SHAW. NEW YORK: WILLIAM H. GRAHAM, TRIBUNE BUILDING. 1848. ENTERED, according to Act of Congress, in the year 1848, by FRANCIS GEO. SHAW, In the Clerk's Office of the District Court for the Southern Dbtrict of New Y ark. R. CRAIGHEAD, PRINTER, 112 FULTON STRE:ET. PREFACE. THERE are few households in which the children are not heard crying from morning till night: the mother-in-law says it is the fault of her daughter-in-law ; the parents and friends, that it is the fault of the child ; uninterested persons make the consoling reflection, that in a more advanced age more serious causes of sorrow will incessantly be found. In the meanwhile the mother and the child console each other by a tender embrace ; joy and smiles reappear upon all faces. A few moments afterwards, fresh tears- Whom must we decide to be right, and whom wrong? We must first decide that the children are right, and then that the grown persons are wrong. Who pretend to be reasonable? The grown persons certainly ; and there they are about the children, worrying, fussing, without being able to divine the cause of those tears ; still more, they themselves very often cause those inno­ cent tears to flow, by their ignorance, their harshness, th~ir fan­ cies ; they pretend to regulate at their will the tastes of those children, and their steps, their words and their gestures. But no, we must not yet blame the parents and the friends; alas! they do what they can, they do what they have been taught, and it is not their fault if they do not succeed any better.
    [Show full text]
  • Identity and Gender Constructs in "Written on the Body"
    Western Michigan University ScholarWorks at WMU Honors Theses Lee Honors College 12-6-2013 Identity and Gender Constructs in "Written on the Body" Paige Van De Winkle Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/honors_theses Part of the English Language and Literature Commons Recommended Citation Van De Winkle, Paige, "Identity and Gender Constructs in "Written on the Body"" (2013). Honors Theses. 2392. https://scholarworks.wmich.edu/honors_theses/2392 This Honors Thesis-Open Access is brought to you for free and open access by the Lee Honors College at ScholarWorks at WMU. It has been accepted for inclusion in Honors Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. GENDER AND IDENTITY AS SOCIAL CONSTRUCTS IN WRITTEN ON THE BODY 1 Identity and Gender Constructs Written on the Body “Gender is a kind of persistent impersonation that passes as the real” -Judith Butler, Gender Trouble For Jacques Derrida, deconstruction allows for a flexible vision of the world. He takes a binary opposition, finds something that is on each side of the binary, and concludes that the concept is actually flexible. One such binary is male/female. In Written on the Body, Jeanette Winterson deconstructs this binary by telling a story with a genderless narrator, thus showing that there are so many actions, behaviors, and roles that are not related to gender, though they might be assigned a gender association in society. Gender -- defined here as social differences between masculine and feminine, including some essential physical differences -- is frequently assumed to be something that determines one's attitudes, preferences, and abilities in professions, relationships, and other wide-ranging parts of life.
    [Show full text]
  • Childhood, Violence, and Memory in the White Ribbon Joseph Kuster University of New Mexico
    University of New Mexico UNM Digital Repository Foreign Languages & Literatures ETDs Electronic Theses and Dissertations Fall 12-15-2016 Those that Trespass Against Us: Childhood, Violence, and Memory in The White Ribbon Joseph Kuster University of New Mexico Follow this and additional works at: https://digitalrepository.unm.edu/fll_etds Part of the Comparative Literature Commons, French and Francophone Language and Literature Commons, and the German Language and Literature Commons Recommended Citation Kuster, Joseph. "Those that Trespass Against Us: Childhood, Violence, and Memory in The White Ribbon." (2016). https://digitalrepository.unm.edu/fll_etds/120 This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Foreign Languages & Literatures ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. i Joseph Kuster Candidate Foreign Languages and Literatures (German Studies) Department This thesis is approved, and it is acceptable in quality and form for publication: Approved by the Thesis Committee: Dr. Susanne Baackmann, Chairperson Dr. Katrin Schroeter Dr. Jason Wilby ii THOSE THAT TRESPASS AGAINST US: CHILDHOOD, VIOLENCE, AND MEMORY IN THE WHITE RIBBON by JOSEPH KUSTER B.A., German, University of New Mexico, 2014 M.A., German Studies, University of New Mexico, 2017 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of New Mexico Albuquerque, New Mexico May, 2017 iii Acknowledgments I would like to acknowledge and thank Dr. Susanne Baackmann, my advisor and committee chair, for her encouragement and support throughout the process of writing this project.
    [Show full text]
  • The Vatsalya Udayan: a System of Care for Indian Orphans
    THE VATSALYA UDAYAN: A SYSTEM OF CARE FOR INDIAN ORPHANS __________________________________________________ A Thesis Presented to The Honors Tutorial College Ohio University __________________________________________________ In Partial Fulfillment of the Requirements for Graduation from the Honors Tutorial College with the degree of Bachelor of Arts in Social Work __________________________________________________ by Megan Tara Casebolt June 2011 This thesis has been approved by The Honors Tutorial College and the Department of Social Work _______________________________________ Dr. Warren Galbreath Assistant Professor, Social Work Ohio University Eastern Campus Thesis Advisor _______________________________________ Dr. Solveig Spjeldnes Assistant Professor, Social Work Honors Tutorial College, Director of Studies Social Work _______________________________________ Dr. Jeremy Webster Dean, Honors Tutorial College Table of Contents Introduction 1 Brief Background 1 Purpose of the Study 3 Research Questions 6 Relevance to Social Work Practice 6 Literature Review 8 Rights and Protection 8 Health and Sanitation 11 Education 13 Foster Care and Adoption 15 Care for the Elderly 16 Family Structures 19 Gaps in the Literature 20 Methods 22 History and Development 22 Case Study 23 Theory 28 Globalization Theory 28 Family Systems Theory 34 Policy Analysis Model 37 History and Development of Child Welfare Programs for Orphans 41 Early India: 2500 B.C.-10th cent. 41 Muslim India: 10th cent.-1858 45 The English in India: 1600s-1947 47 Guardians and
    [Show full text]
  • Understanding Children's Perception of Privacy Risks Online
    ‘I make up a silly name’: Understanding Children’s Perception of Privacy Risks Online Jun Zhao Ge Wang Carys Dally [email protected] [email protected] [email protected] Department of Computer Science. Department of Information Studies. Department of Experimental University of Oxford University College London Psychology. University of Oxford Oxford, UK London, UK Oxford, UK Petr Slovak∗ Julian Edbrooke-Childs† Max Van Kleek [email protected] [email protected] Nigel Shadbolt Department of Informatics, UCL Interaction Centre, University [email protected] King’s College London College London [email protected] London, UK London, United Kingdom Department of Computer Science. University of Oxford Oxford, UK ABSTRACT CCS CONCEPTS Children under 11 are often regarded as too young to compre- • Security and privacy → Social aspects of security and hend the implications of online privacy. Perhaps as a result, privacy; Privacy protections. little research has focused on younger kids’ risk recogni- tion and coping. Such knowledge is, however, critical for KEYWORDS designing efficient safeguarding mechanisms for this age Privacy, Family Technologies, Children, Tablet Computers, group. Through 12 focus group studies with 29 children aged Scaffolding 6-10 from UK schools, we examined how children described privacy risks related to their use of tablet computers and ACM Reference Format: Jun Zhao, Ge Wang, Carys Dally, Petr Slovak, Julian Edbrooke- what information was used by them to identify threats. We Childs, Max Van Kleek, and Nigel Shadbolt. 2019. ‘I make up a silly found that children could identify and articulate certain pri- name’: Understanding Children’s Perception of Privacy Risks On- vacy risks well, such as information oversharing or revealing line.
    [Show full text]
  • To Honor All Children from Prejudice, to Discrimination, to Hatred… to Holocaust
    TO HONOR ALL CHILDREN FROM PREJUDICE, TO DISCRIMINATION, TO HATRED… TO HOLOCAUST Photo courtesy of the United States Holocaust Memorial Museum 5-8TH GRADE HOLOCAUST/GENOCIDE CURRICULUM STATE OF NEW JERSEY COMMISSION ON HOLOCAUST EDUCATION To Honor All Children From Prejudice to discrimination to Hatred….to holocaust New Jersey State Holocaust curriculum guide For grades 5-8 Prepared by curriculum committee members Barbara Hadzima, Ed.D Karen H. Levine Molly Maffei Peppy Margolis Cheryl Riley Cecile Seiden Colleen Tambuscio Regina Townsend Helen M. Simpkins, Chair New Jersey Commission on Holocaust Education Table of Contents Title Page Message to Our Colleagues 1 About the Curriculum 3 Prejudice and Discrimination Unit 4 Unit Outline 5 Prejudice and Discrimination Unit Introduction 10 Nory Ryan's Song 11 The Slave Dancer 20 The Diving Bell 28 Call Me Ruth 34 The Star Fisher 39 Amistad Rising 45 On the Long Trail Home 48 Pink and Say 51 Dragonwings 55 The Circlemaker 63 Esperanza Rising 65 The Gold Cadillac 74 Roll of Thunder, Hear My Cry 76 The Watsons Go To Birmingham 83 Children of the Wolf 85 The Cure 86 Poetry by Diane Stelling 99 The World Changes: Rise of Nazism Unit 105 Unit Outline 106 The World Changes: Rise of Nazism Unit Introduction 111 Memories of My Life in a Polish Village 115 Smoke and Ashes: "Nazis and Jews of Germany" 118 Flowers on the Wall 123 One Eye Laughing, the Other Weeping 125 Play to the Angel 132 Friedrich: "The Ball" 137 Friedrich: "I Was There" 139 Kindertransport 143 Flying Against the Wind (2 lessons) 146
    [Show full text]