5,930 research outputs found
Growing Up and Going Abroad: How Ghanaian Children Imagine Transnational Migration
No full textMigration scholars should pay attention to migration as seen through children’s eyes for at least two reasons. For one, children’s perspectives help us understand whether children are being socialized into their community’s culture of migration, a culture which shapes migration patterns and flows. Secondly, given that some children migrate and some children are left behind by migrant parents or relatives, children’s imaginings of whether they as children ought to migrate affects where the responsibility and costs for their care will be located, between family members, countries, and states. This paper examines how children aged 10-18 in a town in southern Ghana imagine life abroad, conceptualize the timing of migration in their lifecourse, and articulate their goals in migrating as a case study for exploring these larger issues.Peer reviewe
How Debt Became Care: Child Pawning and Its Transformations in Akuapem, the Gold Coast, 1874-1929
No full textStudies of slavery in Africa have noted the persistence of those relations in different forms, such as through pawning, allowing social changes in power, status, and wealth to be weathered more gradually. As pawning itself became less frequent, did other kinds of relationships take its place? Some scholars have argued that pawning was folded into marriage and fatherhood, others that there are continuities with fosterage and domestic servant arrangements today. This paper examines the question of pawning’s transformations in Akuapem, a region in southeastern Ghana involved in forms of commercial agriculture that were heavily dependent on slave labour and the capital raised by pawning. Ultimately, it argues that debt became key to fatherhood and fosterage relations between children and adults, changing from a short-term exchange to more lifelong reciprocal relations of care.Peer reviewe
Mediating death: the unsung skills of home care workers
No full textRecorded May 29, 2019 in Montgomery County, Maryland
The Education of the Folk: Peasant Schools and Folklore Scholarship
No full textThe history of intellectual interaction in the 19th and early 20th centuries between scholars of vernacular culture and educational reformers remains a lacuna in the discipline of folklore. This examination of educational reforms brought on by the introduction and spread of schooling for peasant children raises issues of how folklorists should intervene and how to judge the complicated effects of those interventions.Published as Coe, Cati. "The education of the folk: peasant schools and folklore scholarship." Journal of American Folklore, Winter 2000, Vol. 113, Issue 447, p. 20-43. © 2000 by the American Folklore Society.Peer reviewe
Cultural Capital and Transnational Parenting: The Case of Ghanaian Migrants in the United States
No full textWhat does cultural capital mean in a transnational context? In this article, Cati Coe and Serah Shani illustrate through the case of Ghanaian immigrants to the United States that the concept of cultural capital offers many insights into immigrants' parenting strategies, but that it also needs to be refined in several ways to account for the transnational context in which migrants and their children operate. The authors argue that, for many immigrants, the folk model of success means that they seek for their children skills, knowledge, and ways of being in the world that are widely valued in the multiple contexts in which they operate. For Ghanaian migrants, parenting includes using social and institutional resources from Ghana as well as the United States. The multiplicity and contradictions in cultural capital across different social fields complicate their parenting “projects” and raise questions about the reproduction of social class through the intergenerational transmission of cultural capital.Peer reviewe
Correspondence : Austin (Coe) and Engelmann (George), 1862-1876
No full textCoe Austin to Engelmann, 1862-187
Coe House
No full textEntry created by John H. Herrick July 13, 1979.John H. Herrick Archives: Documenting Structures at The Ohio State UniversityThe University Archives has determined that this item is of continuing value to OSU's history.The Coe House for indexing purposes, is arbitrarily listed at 2775 Kenny Road, which would be near the center of the Kenny Road frontage of Tract 31. This structure was also known as the Coe Tract
Frantz H. Coe School, ca. 1910
No full textThe new Frantz H. Coe School building wasn't quite finished when classes started in the fall of 1906. Students spent their first year in portable buildings, and moved into the finished school building in the fall of 1907. Coe School was still the largest grade school in the Queen Anne neighborhood in the early 1960s.
This photo shows Frantz H. Coe School in about 1910.Original photograph: Webster & Stevens, ca. 1910. Copied after 1947 by the firm.1 negative: safety film, b&w; 8 x 10 in
The enchantment of neoliberal education: a healthcare certificate, youth aspirations, and an elusive adulthood in Ghana
No full textIt is well-known that contemporary African youth struggle to attain adulthood, associated with a middle-class status. However, less often discussed are the mechanisms by which that marginality is produced. In particular, I argue that the changing role of the state in relation to the middle class affects young people’s precarity. I explore a healthcare certificate offered by private schools in Accra, Ghana as an example of those changing relations. Based on ethnographic research in a healthcare assistant school and the private healthcare market, and longitudinal research with the graduates of the school, I use Bourdieu to analyse the contradictory, confusing role that education plays in contemporary Accra in generating enchantment among young people for an adulthood that proves elusive.Peer reviewe
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