Childhood sociology as it has evolved from explicit critique of socialization sciences has developed two central concepts: “The child as (competent) actor” and the notion of “generational order.” It is above all the second concept that has not yet been fully dealt with within its sociological context. The term “generational order” is not just supposed to refer to ordered relations between (socially defined) age groups and their members, but also to a social order in general, as it is achieved by the ordered arrangement of age groups. From a historical perspective one can see that those efforts that aim at a disciplined society with small social control expenses do at the latest from the 19th century onwards concentrate on education and a well organized family and thus on a well ordered arrangement of age groups. It is an ordering process towards self-control, towards self-government as the most dense as well as discrete way of government. Until just some years ago such development appeared as an indispensable prerequisite of social order to those sociologists dealing with questions of childhood and growing up – at least as long as they assumed the perspective of socialization theory and sciences. Only the absence or deficiency of such a generational order had any chance to become an important scientific question.
Bühler-Niederberger, D. (2005), "THE RADICALIZATION OF THE SELF – “BEYOND” GENERATIONAL ORDER: GERMAN CHILDREN'S LITERATURE AS A CASE STUDY", Bass, L. (Ed.) Sociological Studies of Children and Youth (Sociological Studies of Children and Youth, Vol. 10), Emerald Group Publishing Limited, Bingley, pp. 101-124. https://doi.org/10.1016/S1537-4661(04)10006-8Download as .RIS
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