By Olga Nieuwenhuys
Kid's Lifeworlds examines how operating kids face the problem of getting to mix paintings with college in Kerala. relocating past the standard hindrance with baby labour and welfare to a severe evaluation of the day-by-day paintings regimen of kids, this publication questions how type and kinship, gender and loved ones association, nation ideology and schooling effect and hide the lives of kids in constructing nations. featuring an awfully sympathetic and distinct case learn of boys' and women' paintings regimen in a south Indian village, this publication indicates young ones growing the visibility in their paintings. the mix of private adventure, quantitative facts and in-depth anthropological tools, sheds mild at the global of these who, even though they carry the longer term, were left at the hours of darkness.
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Additional resources for Children's Lifeworlds: Gender, Welfare and Labour in the Developing World
This was a somewhat quixotic reaction, as I thought it quite odd to divide the subjects each of us was to research on the basis of gender alone. I had not given the matter very serious thought before. But once I had proposed the subject, I liked it immediately and have kept doing so since. What fascinated me was the possibility of looking at gender relations from a new angle, one that would contribute to resolve what I felt THE CHILDREN OF THE RURAL POOR 29 was a rather sterile dualism, namely, the dichotomy male/female.
This is why we embarked, approximately halfway through our stay, on devising other, additional methods of work. When we started with ‘systematic observation’ we had reached, I felt, a crucial moment in the research. The method consisted of spending a few hours recording what we saw, following a method described by Oscar Lewis (1951:63–71). Generally I was the one who would sit observing and writing, while either Seethalekshmi, Mohanakumari or, less often, Beefathumma, would ask contextual questions.
I would afterwards discuss with her the interviews she had recorded and translated literally. In this way we started to get more and more 34 CHILDREN’S LIFEWORLDS testimonies of what the children themselves saw and felt were important issues: their work, the drudgery of housekeeping, the wish to earn money and decide how to spend it, their future. They talked about anger and despair, hunger and disease, but also about games, songs, festivals and, above all, about the intense feelings of love and concern they felt for their parents and siblings.