During the Soviet Union’s Great Patriotic War, from 1941 to 1945, as many as 24 million of its citizens died. 14 million were children ages fourteen or younger. And for those who survived, the suffering was far from over. The prewar Stalinist vision of a “happy childhood” nurtured by a paternal, loving state had given way, out of necessity. What replaced it—the dictate that children be prepared to sacrifice everything, including childhood itself—created a generation all too familiar with deprivation, violence, and death. The experience of these children, and the role of the state in shaping their narrative, are the subject of this book, which fills in a critical but neglected chapter in the Soviet story and in the history of World War II. In Sacrificing Childhood, Julie deGraffenried chronicles the lives of the Soviet wartime children and the uses to which they were put—not just as combatants or workers in factories and collective farms, but also as fodder for propaganda, their plight a proof of the enemy’s depredations. Not all Soviet children lived through the war in the same way; but in the circumstances of a child in occupied Belarus or in the Leningrad blockade, a young deportee in Siberia or evacuee in Uzbekistan, deGraffenried finds common threads that distinguish the child’s experience of war from the adult’s. The state’s expectations, however, were the same for all children, as we see here in children’s mass media and literature and the communications of party organizations and institutions, most notably the Young Pioneers, whose relentless wartime activities made them ideal for the purposes of propaganda. The first in-depth study of where Soviet children fit into the history of the war, Sacrificing Childhood also offers an unprecedented view of the state’s changing expectations for its children, and how this figured in the nature and direction of post-war Soviet society.

Among the many religious acts condemned in the Hebrew Bible, child sacrifice stands out as particularly horrifying. The idea that any group of people would willingly sacrifice their own children to their god(s) is so contrary to modern moral sensibilities that it is difficult to imagine that such a practice could have ever existed. Nonetheless, the existence of biblical condemnation of these rites attests to the fact that some ancient Israelites in fact did sacrifice their children. Indeed, a close reading of the evidence—biblical, archaeological, epigraphic, etc.—indicates that there are at least three different types of Israelite child sacrifice, each with its own history, purpose, and function. In addition to examining the historical reality of Israelite child sacrifice, Dewrell’s study also explores the biblical rhetoric condemning the practice. While nearly every tradition preserved in the Hebrew Bible rejects child sacrifice as abominable to Yahweh, the rhetorical strategies employed by the biblical writers vary to a surprising degree. Thus, even in arguing against the practice of child sacrifice, the biblical writers themselves often disagreed concerning why Yahweh condemned the rites and why they came to exist in the first place.

The Hebrew Bible portrays King Manasseh and child sacrifice as the most reprehensible person and the most objectionable practice within the story of 'Israel'. This monograph suggests that historically, neither were as deviant as the Hebrew Bible appears to insist. Through careful historical reconstruction, it is argued that Manasseh was one of Judah's most successful monarchs, and child sacrifice played a central role in ancient Judahite religious practice. The biblical writers, motivated by ideological concerns, have thus deliberately distorted the truth about Manasseh and child sacrifice.

This is the first book-length study of children in one of the birthplaces of early Christian monasticism, Egypt. Although comprised of men and women who had renounced sex and family, the monasteries of late antiquity raised children, educated them, and expected them to carry on their monastic lineage and legacies into the future. Children within monasteries existed in a liminal space, simultaneously vulnerable to the whims and abuses of adults and also cherished as potential future monastic prodigies. Caroline T. Schroeder examines diverse sources - letters, rules, saints' lives, art, and documentary evidence - to probe these paradoxes. In doing so, she demonstrates how early Egyptian monasteries provided an intergenerational continuity of social, cultural, and economic capital while also contesting the traditional family's claims to these forms of social continuity.

A survey of childhood that reveals startling views of life in Europe and America during the past 2000 years. This book documents the lives of former children who were abused. It places child abuse today into the context of what was routinely inflicted upon

This book critically examines why a human rights framework would improve the wellbeing and status of young people. It explores children’s rights to provision, protection, and participation from human rights and clinical sociological perspectives, and from historical to contemporary events. It discusses how different ideologies have shaped the way we view children and their place in society, and how, despite the rhetoric of children's protection, people under 18 years of age experience more poverty, violence, and oppression than other group in society. The book points to the fact that the USA is the only member of the United Nations not to ratify a children’s human rights treaty; and the impact of this decision finds US children less healthy and less safe than children in other developed countries. It shows how a rights-respecting framework could be created to improve the lives of our youngest citizens – and the future of democracy. Authored by a renowned clinical sociologist and international human rights scholar, this book is of interest to researchers, students, social workers and policymakers working in the area of children's wellbeing and human rights.

Critically analyzing the representation of pedagogy in the novels of J.M. Coetzee, this insightful text illustrates the author’s profound conception of learning and personal development as something which takes place well beyond formal education. Bringing together critical and educational theory, Pedagogy in the Novels of J.M. Coetzee examines depictions of pedagogy in novels including Age of Iron, Elizabeth Costello, Disgrace, and Childhood of Jesus. Engaging with Coetzee’s varied literary use of pedagogical themes such as motherhood, maternal love, and the importance of childhood interactions, reading, and experiences, chapters demonstrate how Coetzee foregrounds pedagogy as intrinsic to the formation of human actors, society, and civilization. The text thereby aptly explores and broadens our understanding of education - what it is, what it achieves, and how it can affect and shape human existence. This text will be of great interest to graduate and postgraduate students, academics, researchers and professionals in the fields of pedagogy, postcolonial studies, educational theory and philosophy, and English literature.