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020 _a9783031651083
_9978-3-031-65108-3
024 7 _a10.1007/978-3-031-65108-3
_2doi
050 4 _aDA1-995
072 7 _aHBJD1
_2bicssc
072 7 _aHIS015000
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072 7 _aNHD
_x1DD
_2thema
100 1 _aCarlson, Jessamy.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_982248
245 1 0 _aApproved Schools for Girls in England, 1933-1973
_h[electronic resource] :
_b‘Girls will be Girls’ /
_cby Jessamy Carlson.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXXI, 293 p. 7 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in the History of Childhood,
_x2634-6540
505 0 _aIntroduction -- 2. Positioning Approved Schools in Existing Literature -- 3. The National Picture: Policy and Insight -- 4. 'Circumstances': How, Why and When Children are Committed to the Approved Schools -- 5. The Local Picture: Approved Schools on the Ground -- 6. Contemporary Research In and On Approved Schools for Girls -- 7. Conclusion.
520 _a“This study fills a significant gap in the history of youth delinquency. Jessamy Carlson’s monograph is the first modern study to focus in detail on this institution and will be very welcome to historians of youth justice, and of crime more generally.” —Heather Shore, Manchester Metropolitan University, UK “Jessamy Carlson's book takes the reader to the heart of the gendered dynamics of juvenile justice affecting children and young people. From incredibly intimate experiences of committal and life inside through institutional, governmental logics and ideologies of care and control, this volume is essential reading to grasp the relationship between families, children and the welfare state in modern England.” —Michael Lambert, University of Lancaster, UK This book provides a detailed study of approved schools for girls, which operated in England and Wales between 1933-1973. Through original archival research, it traces shifting perceptions of, and policy responses to, girls’ delinquency and vulnerability during a period of remarkable social change. It examines the transition of provision for girls and young women 'in trouble' from the large-scale post-Victorian reformatories to the therapeutic Community Homes for Education, and the emergence of a 'diagnostic shift' in the provision of care for children in the juvenile secure estate. Through examining the experiences of younger children, it provides a more nuanced understanding of the role approved schools played for girls in need of care, protection, or control during this period, evidencing the gendered use of care-or-protection orders throughout, and the policing of child and family behaviours under the guises of the Education Act. Jessamy Carlson is an historian and archivist. She has worked at The National Archives since 2008, and since 2019 has taught at the Centre for Archive and Information Studies at the University of Dundee, UK.
650 0 _aGreat Britain
_xHistory.
_966701
650 0 _aEurope
_xHistory
_x1492-.
_968968
650 0 _aWomen
_xHistory.
_968068
650 0 _aEducation
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650 0 _aSocial history.
650 1 4 _aHistory of Britain and Ireland.
_966703
650 2 4 _aHistory of Modern Europe.
_972822
650 2 4 _aWomen's History / History of Gender.
_968069
650 2 4 _aHistory of Education.
_959037
650 2 4 _aSocial History.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031651076
776 0 8 _iPrinted edition:
_z9783031651090
776 0 8 _iPrinted edition:
_z9783031651106
830 0 _aPalgrave Studies in the History of Childhood,
_x2634-6540
_982249
856 4 0 _uhttps://doi.org/10.1007/978-3-031-65108-3
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912 _aZDB-2-SXH
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