Historical Racialized Toys In The United States

This book explores the history of children’s toys and games bearing racial stereotypes, and the role these objects played in the creation and maintenance of structures of racialism and racism in the United States, from approximately 1865 to the 1930s. This time period is one in which the creation of structures of childhood and children’s socialization into race was fostered. Additionally, commodities, like toys, were didactic and disciplinary media in the creation, modification and reproduction of Victorian society. This volume: will shed light on issues of identity, ideology, and hegemony; will appeal to those interested in historical archaeology, critical theory, and constructions of racism and class, as well as material culture scholars, and antiques collectors; will be suitable for upper-level courses in historical archaeology, modern American history, and material culture studies.

This book explores the history of children’s toys and games bearing racial stereotypes, and the role these objects played in the creation and maintenance of structures of racialism and racism in the United States, from approximately 1865 to the 1930s. This time period is one in which the creation of structures of childhood and children’s socialization into race was fostered. Additionally, commodities, like toys, were didactic and disciplinary media in the creation, modification and reproduction of Victorian society. This volume: will shed light on issues of identity, ideology, and hegemony; will appeal to those interested in historical archaeology, critical theory, and constructions of racism and class, as well as material culture scholars, and antiques collectors; will be suitable for upper-level courses in historical archaeology, modern American history, and material culture studies.

From a world-renowned expert on creative play and the impact of commercial marketing on children, a timely investigation into how big tech is hijacking childhood—and what we can do about it “Engrossing and insightful . . . rich with details that paint a full portrait of contemporary child-corporate relations.” —Zephyr Teachout, The New York Times Book Review Even before COVID-19, digital technologies had become deeply embedded in children’s lives, despite a growing body of research detailing the harms of excessive immersion in the unregulated, powerfully seductive world of the “kid-tech” industry. In the “must read” (Library Journal, starred review) Who’s Raising the Kids?, Susan Linn—one of the world’s leading experts on the impact of Big Tech and big business on children—weaves an “eye-opening and disturbing exploration of how marketing tech to children is creating a passive, dysfunctional generation” (Kirkus Reviews, starred review). From birth, kids have become lucrative fodder for tech, media, and toy companies, from producers of exploitative games and social media platforms to “educational” technology and branded school curricula of dubious efficacy. Written with humor and compassion, Who’s Raising the Kids? is a unique and highly readable social critique and guide to protecting kids from exploitation by the tech, toy, and entertainment industries. Two hopeful chapters—“Resistance Parenting” and “Making a Difference for Everybody’s Kids”—chart a path to allowing kids to be the children they need to be.

The handbook is composed of chapters by authors who discuss the important features of particular types of toys, provide information related to the developmental importance of this type of toy, discuss social and cultural issues engendered by play with such toys, and review the available research on the characteristics and potential impact on children’s developmental progress of toys of that type. Both traditional toys and technological toys are discussed. The handbook is expected to serve both as a reference for educators, parents, toy designers, and other interested readers, and as a catalyst for further research and ongoing toy development. Its purpose includes helping readers to gain knowledge that enables them to more fully appreciate the value of children’s toy play, find out more about the favorite toys they had in childhood and relive those satisfying play experiences, and learn how to foster the learning, physical development, and social-emotional growth that comes from such toy play.

Although they entered the world as pure science fiction, robots are now very much a fact of everyday life. Whether a space-age cyborg, a chess-playing automaton, or simply the smartphone in our pocket, robots have long been a symbol of the fraught and fearful relationship between ourselves and our creations. Though we tend to think of them as products of twentieth-century technology—the word “robot” itself dates to only 1921—as a concept, they have colored US society and culture for far longer, as Dustin A. Abnet shows to dazzling effect in The American Robot. In tracing the history of the idea of robots in US culture, Abnet draws on intellectual history, religion, literature, film, and television. He explores how robots and their many kin have not only conceptually connected but literally embodied some of the most critical questions in modern culture. He also investigates how the discourse around robots has reinforced social and economic inequalities, as well as fantasies of mass domination—chilling thoughts that the recent increase in job automation has done little to quell. The American Robot argues that the deep history of robots has abetted both the literal replacement of humans by machines and the figurative transformation of humans into machines, connecting advances in technology and capitalism to individual and societal change. Look beneath the fears that fracture our society, Abnet tells us, and you’re likely to find a robot lurking there.

The volume brings together a collection of essays on Jewish-related subjects to celebrate Emanuela Trevisan Semi’s career and research authored by some former students, friends and colleagues on the occasion of her retirement. Drawing upon the many academic interests and research of Trevisan Semi, one of the most important European scholars of Jewish and Israel Studies, the volume discusses the diversity of Jewish culture both in the diaspora and in Israel. The contributors here wrote their pieces understanding Jewish culture as inscribed in a set of different, yet interrelated, homelands and diasporas, depending on the time and space we refer to, and what this means for communities and individuals living in places as different as West Africa, Poland, Morocco, and Israel and the Occupied Palestinian Territories. At the same time, they discuss the notion of diaspora as being crucial in the formation of the Jewish cultural identity both before and after the birth of the State of Israel.

2013 Book Award Winner from the International Research Society in Children's Literature 2012 Outstanding Book Award Winner from the Association for Theatre in Higher Education 2012 Winner of the Lois P. Rudnick Book Prize presented by the New England American Studies Association 2012 Runner-Up, John Hope Franklin Publication Prize presented by the American Studies Association 2012 Honorable Mention, Distinguished Book Award presented by the Society for the Study of American Women Writers Part of the American Literatures Initiative Series Beginning in the mid nineteenth century in America, childhood became synonymous with innocence—a reversal of the previously-dominant Calvinist belief that children were depraved, sinful creatures. As the idea of childhood innocence took hold, it became racialized: popular culture constructed white children as innocent and vulnerable while excluding black youth from these qualities. Actors, writers, and visual artists then began pairing white children with African American adults and children, thus transferring the quality of innocence to a variety of racial-political projects—a dynamic that Robin Bernstein calls “racial innocence.” This phenomenon informed racial formation from the mid nineteenth century through the early twentieth. Racial Innocence takes up a rich archive including books, toys, theatrical props, and domestic knickknacks which Bernstein analyzes as “scriptive things” that invite or prompt historically-located practices while allowing for resistance and social improvisation. Integrating performance studies with literary and visual analysis, Bernstein offers singular readings of theatrical productions from blackface minstrelsy to Uncle Tom’s Cabin to The Wonderful Wizard of Oz; literary works by Joel Chandler Harris, Harriet Wilson, and Frances Hodgson Burnett; material culture including Topsy pincushions, Uncle Tom and Little Eva handkerchiefs, and Raggedy Ann dolls; and visual texts ranging from fine portraiture to advertisements for lard substitute. Throughout, Bernstein shows how “innocence” gradually became the exclusive province of white children—until the Civil Rights Movement succeeded not only in legally desegregating public spaces, but in culturally desegregating the concept of childhood itself. Check out the author's blog for the book here.

Informed by the analytical practices of the interdisciplinary 'material turn' and social historical studies of childhood, Childhood By Design: Toys and the Material Culture of Childhood offers new approaches to the material world of childhood and design culture for children. This volume situates toys and design culture for children within broader narratives on history, art, design and the decorative arts, where toy design has traditionally been viewed as an aberration from more serious pursuits. The essays included treat toys not merely as unproblematic reflections of socio-cultural constructions of childhood but consider how design culture actively shaped, commodified and materialized shifting discursive constellations surrounding childhood and children. Focusing on the new array of material objects designed in response to the modern 'invention' of childhood-what we might refer to as objects for a childhood by design-Childhood by Design explores dynamic tensions between theory and practice, discursive constructions and lived experience as embodied in the material culture of childhood. Contributions from and between a variety of disciplinary perspectives (including history, art history, material cultural studies, decorative arts, design history, and childhood studies) are represented – critically linking historical discourses of childhood with close study of material objects and design culture. Chronologically, the volume spans the 18th century, which witnessed the invention of the toy as an educational plaything and a proliferation of new material artifacts designed expressly for children's use; through the 19th-century expansion of factory-based methods of toy production facilitating accuracy in miniaturization and a new vocabulary of design objects coinciding with the recognition of childhood innocence and physical separation within the household; towards the intersection of early 20th-century child-centered pedagogy and modernist approaches to nursery and furniture design; through the changing consumption and sales practices of the postwar period marketing directly to children through television, film and other digital media; and into the present, where the line between the material culture of childhood and adulthood is increasingly blurred.