Returning the Gaze: Returning the Gaze:

Reflections on research Reflections on research (1969-1973) into Residential (1969-1973) into Residential Child Care in Scotland and Child Care in Scotland and

EnglandEngland

Keith J. White, SCI Keith J. White, SCI Kilkenny March 2012Kilkenny March 2012

IntroductionIntroduction

The thesis dealt with history, and has The thesis dealt with history, and has now become historynow become history

It was done to inform my own life and It was done to inform my own life and practice, and I share it with you so that practice, and I share it with you so that you can do the same in your contextyou can do the same in your context

Taking stock and learning from historyTaking stock and learning from history

Part One Part One

Seven reflections on re-reading the Seven reflections on re-reading the thesis fully for the first time forty years thesis fully for the first time forty years after the eventafter the event

They are not representative or arrived They are not representative or arrived at systematicallyat systematically

(Today’s presentation draws from a full (Today’s presentation draws from a full paper, with references.)paper, with references.)

Reflection 1: The Reflection 1: The Marginalisation of ChildrenMarginalisation of Children

Children were effectively “nobodies”: the Children were effectively “nobodies”: the Poor Laws were not designed with children in Poor Laws were not designed with children in mindmind

1763 In English workhouses 93% of babies 1763 In English workhouses 93% of babies dieddied

1834 In an Edinburgh poorhouse 8 out of 73 1834 In an Edinburgh poorhouse 8 out of 73 children died, and others were sick children died, and others were sick

“ “Institutionalisation”: the incarnation of a Institutionalisation”: the incarnation of a systemsystem

Reflection 2: The meaning of Reflection 2: The meaning of childhood?childhood?

Frustrating and confining to find few even Frustrating and confining to find few even asking what childhood is aboutasking what childhood is about

There is a constant recording of activities There is a constant recording of activities and statistics, routines and rules…and statistics, routines and rules…

Doubly “poor” children: children and poorDoubly “poor” children: children and poor

“ “Children’s services”, not “children’s spaces”Children’s services”, not “children’s spaces”

Reflection 3: EconomicsReflection 3: Economics

Why wait so long to name the elephant Why wait so long to name the elephant in the room?!in the room?!

Whatever is said about the advantages Whatever is said about the advantages of a system of care, the “bottom line” is of a system of care, the “bottom line” is about costsabout costs

1851: an example from St Cuthbert’s, 1851: an example from St Cuthbert’s, Edinburgh Edinburgh

Reflection 4: SeparationReflection 4: Separation

4.1 4.1 Fear of contagionFear of contagion

4.2 4.2 Attractiveness of “clean starts”Attractiveness of “clean starts”

4.3 4.3 EmigrationEmigration

4.4 4.4 Gender separationGender separation

4.5 4.5 Residential and field staffResidential and field staff

4.6 4.6 Staff cut off from the rest of the worldStaff cut off from the rest of the world

4.7 4.7 Children separated from their life Children separated from their life

storiesstories

Reflection 5: Formal Reflection 5: Formal ReligionReligion

There is a lot of it about! Nearly four There is a lot of it about! Nearly four hours for all children at Daniel Stewarts hours for all children at Daniel Stewarts or the Red House Home on a Sunday for or the Red House Home on a Sunday for example…example…

The reason for many voluntary children’s The reason for many voluntary children’s homes was because of the need for homes was because of the need for formal religion: Smyllum, for example, formal religion: Smyllum, for example, had 700 places in 1910 to cater for RC had 700 places in 1910 to cater for RC childrenchildren

Reflection 6: Theory and Reflection 6: Theory and TrainingTraining

(This was a major theme of my research.)(This was a major theme of my research.)

There is little of it about…There is little of it about…

One outstanding example: Blackford BraeOne outstanding example: Blackford Brae

Residential Nurseries closed eventuallyResidential Nurseries closed eventually

Reflection 7: Forgotten Reflection 7: Forgotten housefathershousefathers

They are in the system, but not of it!They are in the system, but not of it!

Forerunners of fathers in foster care?Forerunners of fathers in foster care?

Representatives of the “village” that it Representatives of the “village” that it takes to raise a childtakes to raise a child

(N.B. Children’s Officers going on holiday (N.B. Children’s Officers going on holiday with the children in their departments.with the children in their departments.

“ “Corporate parenting” in Hull in 1593 with Corporate parenting” in Hull in 1593 with the mayor and aldermen doing their part.)the mayor and aldermen doing their part.)

Part TwoPart Two

Returning the gazeReturning the gaze

Looping back on the research with these Looping back on the research with these seven reflections in mind through the eyes of seven reflections in mind through the eyes of two two

child care pioneers:child care pioneers:

Pandita Ramabai (India)Pandita Ramabai (India) andand

Janus Korczak (Poland)Janus Korczak (Poland)

Question 1: Marginalisation of Question 1: Marginalisation of children children

Where are the practice examples Where are the practice examples and models today where children are and models today where children are in the midst?in the midst?

Who is challenging the system from Who is challenging the system from the base of life lived with, among, the base of life lived with, among, and for children and young people? and for children and young people?

The Cloyne ReportThe Cloyne Report

Question 2: The meaning of Question 2: The meaning of ChildhoodChildhood

Where are the places and adults that Where are the places and adults that rejoice to be alongside children at play?rejoice to be alongside children at play?

How can the meaning be explored How can the meaning be explored unless we are beside them, aware of unless we are beside them, aware of their feelings of things little like insects, their feelings of things little like insects, and great like the constellations?and great like the constellations?

Question 3: EconomicsQuestion 3: Economics

Is it possible to realise a children’s Is it possible to realise a children’s republic or village in a state-funded republic or village in a state-funded system?system?

Can one live with integrity among, Can one live with integrity among, with and for children except with the with and for children except with the freedom to experiment and choose freedom to experiment and choose radical options?radical options?

Question 4: SeparationQuestion 4: Separation

To what lengths are we prepared to To what lengths are we prepared to go in order to counteract the way go in order to counteract the way children and young people in care children and young people in care systems are separated from the rest systems are separated from the rest of society?of society?

Where are the inclusive “villages” in Where are the inclusive “villages” in evidence?evidence?

Question 5: ReligionQuestion 5: Religion

What are the things we dare not What are the things we dare not challenge or change in our challenge or change in our contemporary world?contemporary world?

How do we create the spaces in which How do we create the spaces in which children can explore everything from children can explore everything from the inner recesses of their hearts to the inner recesses of their hearts to the infinity of space?the infinity of space?

Question 6: Theory and Question 6: Theory and PracticePractice

How eager are we to learn about every How eager are we to learn about every aspect of life with which children aspect of life with which children engage?engage?

How adequate is our overall philosophy How adequate is our overall philosophy of childhood, learning and care?of childhood, learning and care?

How integrated is our policy and How integrated is our policy and practice with child-focussed theories?practice with child-focussed theories?

Question 7: Forgotten Question 7: Forgotten housefathershousefathers

Is this the sort of open-ended and Is this the sort of open-ended and serving role one that we would serving role one that we would embrace ourselves?embrace ourselves?

How do we welcome and engage those How do we welcome and engage those people and roles that do not fit neatly people and roles that do not fit neatly into our structures and systems?into our structures and systems?

ConclusionConclusion

I have tried to bring some of this together in I have tried to bring some of this together in The Growth of Love The Growth of Love andand Reflections on Living Reflections on Living with Children with Children and would actively welcome and would actively welcome your input as a your input as a Study GuideStudy Guide nears nears completion.completion.

Who is writing today from a practice base Who is writing today from a practice base alongside children in everyday life, and in the alongside children in everyday life, and in the light of history?light of history?

We owe it to our children today and future We owe it to our children today and future generations to put into words what we generations to put into words what we believe.believe.

History LessonHistory Lesson Some of you may know this poem by Some of you may know this poem by

Steve Turner:Steve Turner:

History repeats itself.History repeats itself.Has to.Has to.No one listens.No one listens.

Today we are bucking this trend by Today we are bucking this trend by taking stock: thank you for listening!taking stock: thank you for listening!