'Looking through the eyes of a child is not a twee, cosy or easy experience. It can be unsettling, uncomfortable, edgy...' - from the Introduction Who has the right to 'do' theology? Only academics? Only adults? Or do we all have a voice in the kingdom of God? Through the Eyes of a Child considers 14 key theological themes from one of the most neglected of perspectives - that of children. Honouring Jesus' command to place the child at the centre, theologians, psychologists and educationalists take us from our comfort zone to look afresh at some of the most grave, difficult and beautiful topics in Christian theology. Challenging conventional readings of theology, this landmark work will fascinate and challenge anyone who cares about children and their place in the world and the church.

Seeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

This book represents a comprehensive examination of loneliness in childhood and adolescence.

"Children’s literature is a contested terrain, as is multicultural education. Taken together, they pose a formidable challenge to both classroom teachers and academics.... Rather than deny the inherent conflicts and tensions in the field, in Critical Multicultural Analysis of Children’s Literature: Mirrors, Windows, and Doors, Maria José Botelho and Masha Kabakow Rudman confront, deconstruct, and reconstruct these terrains by proposing a reframing of the field.... Surely all of us – children, teachers, and academics – can benefit from this more expansive understanding of what it means to read books." Sonia Nieto, From the Foreword Critical multicultural analysis provides a philosophical shift for teaching literature, constructing curriculum, and taking up issues of diversity and social justice. It problematizes children’s literature, offers a way of reading power, explores the complex web of sociopolitical relations, and deconstructs taken-for-granted assumptions about language, meaning, reading, and literature: it is literary study as sociopolitical change. Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyze the ideological dimensions of reading and studying literature. Each chapter includes recommendations for classroom application, classroom research, and further reading. Helpful end-of-book appendixes include a list of children’s book awards, lists of publishers, diagrams of the power continuum and the theoretical framework of critical multicultural analysis, and lists of selected children’s literature journals and online resources.

This book bridges together research, theory, and practice to offer future directions for new treatment policy and context-based intervention with children exposed to domestic violence. Centering the voices of children, this book aims to reveal and fill in the gaps of knowledge concerning deep levels of exposure to the domestic violence phenomenon. The book begins with a critical review of the whole field, covering theory, research, intervention, and policy. The author then puts forward a new data-based conceptualization for understanding this field of abuse and its application in practice. Drawing on her rich academic and clinical experience, Carmel includes treatment recommendations, planning, and intervention strategies as well as suggestions for how to deal with the phenomenon at policy level in the legal, social, community, and education fields. Calling for the involvement of legal, educational, and community systems, this book is essential reading for researchers in psychology, law, social work, education, gender studies, and sociology, as well as therapeutic practitioners, such as clinicians, educational consultants, art therapists, and policymakers.