Social Inequality, Childhood and the Media: A Longitudinal Study of the Mediatization of Socialisation

Social Inequality, Childhood and the Media: A Longitudinal Study of the Mediatization of Socialisation

Hardcover(1st ed. 2019)

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Overview

This open access book presents a qualitative longitudinal panel-study on child and adolescent socialisation in socially disadvantaged families. The study traces how children and their parents make sense of media within the context of their everyday life over twelve years (from 2005 to 2017) and provides a unique perspective on the role of different socialisation contexts, drawing on rich data from a broad range of qualitative methods. Using a theoretical framework and methodological approach that can be applied transnationally, it sheds light on the complex interplay of factors which shape children’s socialisation and media usage in multiple ways.

Product Details

ISBN-13: 9783030026523
Publisher: Springer International Publishing
Publication date: 01/16/2019
Series: Transforming Communications - Studies in Cross-Media Research
Edition description: 1st ed. 2019
Pages: 314
Product dimensions: 5.83(w) x 8.27(h) x (d)

About the Author

Ingrid Paus-Hasebrink is a professor at the Department of Communications and head of the Audiovisual and Online-Communication unit at the University of Salzburg, Austria.

Jasmin Kulterer is a temporary lecturer at the Department of Media and Communication Studies at the University of Klagenfurt, Austria.

Philip Sinner is a research associate and lecturer at the Department of Communications at the University of Salzburg, Austria.

Table of Contents

Chapter 1 .- Framing the Study.-Chapter 2 .- Social Inequality, Childhood and the Media.-Chapter 3 .- The Role of Media Within Young People's Socialisation: A Theoretical Approach.-Chapter 4 .- The Methodological Approach of the Long-Term Study.- Chapter 5 - Family Descriptions.-Chapter 6 - Socialisation in Different Socialisation Contexts.-Chapter 7 - The Interplay Between Family and Media as Socialisation Contexts: Parents' Mediation Practices.- Chapter 8 .- The Typology of Socially Disadvantaged Families.- Chapter 9 .- Discussion and Conclusion.

What People are Saying About This

From the Publisher

“One of the rare examples of an inclusive, longitudinal approach to children’s relations to media, this important volume challenges snapshot perceptions of change. It is likely to be a key work of reference for students and media scholars for years to come.” (Kirsten Drotner, University of Southern Denmark, Denmark)

“Rarely do we get to follow disadvantaged children’s developing media-lives into adulthood within their family context with such detail, complexity, and insight. A comprehensive and enriching book for all those who care about children’s socialization, wellbeing, and equity!” (Dafna Lemish, Rutgers University, USA)

“The book represents an astonishing body of in-depth and longitudinal research on the complex dynamics which characterise how socially-disadvantaged children are growing up in a thoroughly- mediated age. The results show starkly that policy interventions in the interests of social justice should include attention to the media and digital environment which, increasingly, shapes children’s life chances.” (Sonia Livingstone,  London School of Economics, UK)

“Led by Professor Ingrid Paus-Hasebrink and by two young scholars, Jasmin Kulterer and Philip Sinner, the longitudinal research (2005-2016) on 18 deprived families with children presented in this book is built upon a triple perspective: children's developmental tasks, the concept of ’doing family’, and a praxeological approach developed by the authors. This approach articulates options for action (the objective characteristics of individuals' social conditions), outlines for action (the individuals' subjective perceptions of their social conditions and related orientations), and competences for action (the individuals' material, cultural and social resources for changing their conditions). The framework of mediatization is particularly adequate in this long-term research. Clearly written and illustrated, this book presents a permanent 'dialog' between concepts and data, and is an outstanding contribution to Communication and Media Studies, Children Studies, Family Studies or Education as well.” (Cristina Ponte, New University of Lisbon, Portugal)

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