Skip to main content

Module Reading List 2018.19

Debates in Childhood and Youth, 2019/20, Semester 1
Dr Sharon Elley
Tutor information is taken from the Module Catalogue

Reading list for changes to lectures in 2018/19

Week 6: Assessing Media Portrayal of Young People

Key Readings

  • Bulc, Gregor (2002) Kill the Cat Killers: Moral Panic and Juvenile Crime in Slovenia. Journal of Communication Inquiry ISSN: 0196-8599. Vol: 26 issue: 3, pp. 300-325
  • Thompson, Bill and Greek, Cecil (2012) Mods and Rockers, Drunken Debutants, and Sozzled Students: Moral Panic or the British Silly Season? SAGE Open ISSN: 2158-2440, Vol. 2 issue 3.
  • Welch, Michael, Price, Eric and Yankey, Nana (2002) Moral Panic Over Youth Violence Wilding and the Manufacture of Menace in the Media. Youth & society. ISSN: 0044-118x, Vol. 34 issue 1, pp. 3-30

Tutorial Questions

  • 1) How can media portrayal of young people be assessed?
  • 2) Why does media portrayal of young people matter?
  • 3) To what extent does new and social media influence public discourse about young people?

Reading List

Buckingham, David (2000) The Making of Citizens: young people, news and politics, London: Routledge.

Cohen, Stanley (2002) Folk devils and moral panics : the creation of the Mods and Rockers, 3rd edn, London: Routledge.

Entman, Robert (1993) “Framing: toward clarification of a fractured paradigm”. Journal of communication. ISSN: 0021-9916, 43(4): 51–8.

Fullam, Jordan (2016) Becoming a youth activist in the internet age: a case study on social media activism and identity development. International Journal of Qualitative Studies in Education ISSN: 0951-8398, Vol 30, Issue 4.

Goode, Eric and Ben-Yehuda, Nashman (1994) Moral panics: the social construction of deviance, Oxford: Blackwel.

Griffin, Christine (2004) “Representations of the Young”. In Youth in Society, Edited by: Roche, Jeremy, Tucker, Stanley, Thomson, Rachel and Flynn, Ronny. 10–9. London: Sage

Kevill, Sian (2002) Beyond the Soundbite, London: BBC. Available from:

Mizen, Phil (2004) The changing state of youth ISBN: 0333739507 (pbk.) : £17.99; 0333739493, Basingstoke: Palgrave.

Pearson, Geoffrey (1983) Hooligan : a history of respectable fears ISBN: 0333234006 (pbk); 0333233999 (hbk), London: Macmillan.

Reiner, Robert (2002) “Media Made Criminality: the representation of crime in the mass media”. In Oxford Handbook of Criminology, Edited by: Maguire, Mike, Morgan, Rodd and Reiner, Robert. 376–416. Oxford: Oxford University Press.

Tuchman, G. (1978) Making news : a study in the construction of reality ISBN: 0029329302. New York: Free Press.

Waisbord, Silvio (2018) Revisiting mediated activism. Sociology Compass ISSN: 1751-9020, Vol. 12, Issue 6

Waterhouse , Keith (2005) “Hoodies and Goodies in the ‘Hood’” , Mail , 16 May , p. 16 . Available from:

Week 7: Gender and Sexualities Education in English Primary Schools

Key readings

  • Renolds, E. (2006) ‘’They Won’t Let Us Play… Unless You’re Going out with One of Them’: Girls, Boys and Butler’s ‘Heterosexual Matrix’ in the Primary Years’, British journal of sociology of education. ISSN: 0142-5692, 27, 4, 489-509.
  • Hall, J. J. (2018). ‘The Word Gay has been Banned but People use it in the Boys’ Toilets whenever you go in’: spatialising children’s subjectivities in response to gender and sexualities education in English primary schools. Social and cultural geography. ISSN: 1464-9365 (Advance online publication)

Tutorial questions

Drawing on both articles above:

  • 1) Discuss the merits of an ethnographic approach in exploring children’s everyday constructions and negotiations of gender and sexuality
  • 2) Outline the implications of heteronormativity in the construction of peer relations

Focusing on Hall (2018)

  • 3) Explain what a geographical approach adds to an understanding of how children respond to gender and sexualities education

Reading list

Blaise, M. (2005) ‘A feminist poststructuralist study of children “doing” gender in an urban kindergarten classroom’, Early childhood research quarterly. ISSN: 0885-2006, 20, 85-108.

Bragg, S., Renold, E., Ringrose, J., & Jackson, C. (2018) ‘More than boy, girl, male, female’: Exploring young people’s views on gender diversity within and beyond school contexts. Sex education : sexuality, society and learning. ISSN: 1468-1811; 1472-0825, 18(4), 420-434.

Butler, J. (1990) Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.

Collins, D. (2006) ‘Culture, religion and curriculum: lessons from the ‘three books’ controversy in Surrey, BC’, The Canadian geographer = Le géographe canadien. ISSN: 0008-3658, 50, 3, 342-57.

Cullen, F., and Sandy, L. (2009) ‘Lesbian Cinderella and other stories: Telling tales and researching sexualities equalities in primary school’, Sex education : sexuality, society and learning. ISSN: 1468-1811; 1472-0825, 9, 2, 141-54.

Davies, B. (2004) ‘Identity, Abjection and Otherness’, Chapter 6 The RoutledgeFalmer Reader in gender and education Available online .

Davies, B. and Banks, C. (1995) ‘The gender trap: a feminist poststructuralist analysis of primary school children’s talk about gender’, in J. Holland, M. Blair and S. Sheldon (Eds) Debates and issues in feminist research and pedagogy : a reader ISBN: 185359251X (pbk); 1853592528, Clevedon: Multilingual Matters in association with the Open University.

DePalma, R. and Jennett, M. (2010) ‘Homophobia, transphobia and culture: deconstructing heteronormativity in English primary schools’, Intercultural education. ISSN: 1467-5986; 1469-8439, 21, 1, 15-26.

Ellis, V. (2007) ‘Sexualities and Schooling in England after Section 28: measuring and managing ‘at risk’ identities’, Journal of gay & lesbian issues in education ISSN: 1541-0889, 4, 3, 13-30.

Epstein, D. (1995) “Girls don’t do bricks’: gender and sexuality in the primary classroom’, in J. Siraj-Blatchford and I. Siraj-Blatchford (eds) Educating the whole child : cross curricular skills, themes, and dimensions ISBN: 0335194451; 0335194443 (pbk), Oxford: Oxford University Press, 56-69.  

Epstein, D. (1997) ‘Cultures of schooling/ cultures of sexualities’, International journal of inclusive education. ISSN: 1360-3116, 1, 1, 37-53.

Holloway, S. L., Valentine, G., & Bingham, N. (2000) ‘Institutionalising technologies: masculinities, femininities, and the heterosexual economy of the IT classroom’, Environment and planning. A, Environment and planning. ISSN: 0308-518x32, 4, 617-634.

Hope, M. A. and Hall, J. J. (2018) ‘This feels like a whole new thing’: A case study of a new LGBTQ-affirming school and its role in developing ‘inclusions’, International journal of inclusive education. ISSN: 1360-3116 (Advance online publication).

Kehily, M. J. (2002) Sexuality, gender and schooling : shifting agendas in social learning ISBN: 0415280478 (pbk.); 041528046X, London: Routledge Falmer.  

Monk, D. (2011) ‘Challenging homophobic bullying in schools: the politics of progress’, International journal of law in context ISSN: 1744-5523, 7, 2, 181-207.

Nayak, A. and Kehily, M. J. (1996) ‘Playing it straight: Masculinities, homophobias and schooling’, Journal of gender studies. ISSN: 0958-92365, 2, 211-30. Available as an Online Course Reading in Minerva 

Quinlivan, K. (2006) ‘Affirming sexual diversity in two New Zealand secondary schools: Challenges, constraints and shifting ground in the research process’, Journal of gay & lesbian issues in education ISSN: 1541-0889, 3, 2-3, 5-33.

Renold, E. (2005) Girls, boys and junior sexualities: exploring children’s gender and sexual relations in the primary school, London: Routledge Falmer (particularly chapter 1, 2, 7 & 8).

Ringrose, J. and Renold, E. (2010) ‘Normative cruelties and gender deviants: the performative effects of bully discourses for girls and boys in school’, British educational research journal. ISSN: 0141-1926, 36, 4, 573-596.

Thorne, B. (1993) Gender play : girls and boys in school ISBN: 0335191231, Buckingham: Open University Press.

Youdell, D. (2004) ‘Wounds and re inscriptions: Schools, sexualities and performative subjects’, Discourse : learning and teaching in philosophical and religious studies. ISSN: 1741-416425, 4, 477-493.

Week 10: Children, Young People and Inclusive Education: A Polish Case Study

Key readings

Tutorial questions

  • What are the key issues, enables and barriers to inclusive education in Poland?
  • What do educational professionals’ experiences reveal about the inclusion of autistic children and young people into mainstream education?
  • How successful has the Polish educational system been in securing inclusivity for all?

Reading list

Carnahan, C., Musti-Rao, S., & Bailey, J. (2009), “Promoting active engagement in small group learning experiences for students with autism and significant learning needs”, Education and treatment of Children, Vol. 32 No.1, pp. 37-61. Available as an Online Course Reading in Minerva 

DfEE (1997) Excellence for All Children: Meeting Special Educational Needs. London: Department for Education and Employment. Available from:

Donnelly, V., & Watkins, A. (2011), Teacher education for inclusion in Europe, Prospects. ISSN: 0033-1538, Vol. 41 No. 3:341.

Emam, M. M., & Farrell, P. (2009). Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European journal of special needs education, 24(4), 407-422.

European Agency for Special Needs and Inclusive Education (undated), ‘Agency Position on Inclusive Education Systems’,

Frederickson, N. & Cline, T. (2002), Special educational needs, inclusion and diversity : a textbook ISBN: 0335204023 (pbk.) : £25.00; 0335209734, Maidenhead, Open University Press.

Glashan, L., Mackay, G., & Grieve, A. (2004), ‘Teachers’ experience of support in the mainstream education of pupils with autism’. Improving schools. ISSN: 1365-4802, Vol.7 No.1, pp.49-60.

Hume, K., Plavnick, J., & Odom, S.L. (2012), “Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems”, Journal of autism and developmental disorders. ISSN: 0162-3257, Vol.42 No.10, pp. 2084-2099.

Humphrey, N., & Lewis, S. (2008), Make me ‘normal' The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism ISSN: 1362-3613, Vol. 12 No. 1, pp. 23-46.

McGregor, E. & Campbell, E. (2001), “The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools”, Autism, Vol. 5 No 2, pp. 189-207.

Martin, N. and Milton, D. (2017), “The inclusion of autistic children”, in Knowles, G. (Ed.), Supporting inclusive practice and ensuring opportunity is equal for all ISBN: 9781138674387 pbk; 9781138674370 hbk, Routledge, Oxon, pp. 111-124. 

Park, M., & Chitiyo, M. (2011). An examination of teacher attitudes towards children with autism. Journal of research in special educational needs. ISSN: 1471-3802, 11(1), 70-78.

Ruble, L. A., & Dalrymple, N. J. (2002), “Compass a parent—teacher collaborative model for students with autism”, Focus on autism and other developmental disabilities ISSN: 1088-3576, Vol.17 No. 2, pp. 76-83. 

Teffs, E. E., & Whitbread, K. M. (2009), “Level of preparation of general education teachers to include students with autism spectrum disorders”, Current issues in education [electronic resource]. ISSN: 1099-839X, Vol.12 No.10.

Urbanovská, E., Kantor, J., & Růžička, M. (2014), ”The education of students with autism spectrum disorders from the teachers’ viewpoint–a Czech/Polish comparative study at the secondary education level”, Proc Int. Sci. Conf. Society, Integration, Education, 3, pp. 137-151. Available from:

This list was last updated on 04/11/2018