Vulnerable Children

Foreword by James Garbarino.- Preface.- Chapter 1. Vulnerable Childhood in a Global Context: Embracing the Sacred Trust.- Section I: Cultural Empowerment and Self Determination .- Chapter 2. Dilemmas of Rights-based Approaches to Child Well-being in an African Cultural Context.- Chapter 3. Undefended Children in the Classroom? Looking at Textbooks, Cultural.- Difference and Other Aspects of Indigenous Education in Mexico.- Chapter 4. The Nyae Nyae Village Schools Project: Indigenous Community-Based Education in Namibia.- Section II: Education and Schooling Experiences .- Chapter 5. Poverty and Minority Children's Education in the U.S.: Case Study of a Sudanese Refugee Family.- Chapter 6. Boodja Marr Karl: A Whole-Community Approach to Aboriginal Education: The Development of a Cultural Framework for Aboriginal Participation in Education and Schooling.- Chapter 7. Self-Perception of Relations with Parents, Attitude Toward School, and Delinquency among African American, Caribbean American, and Ghanaian Adolescents.- Section III: Health and Well Being .- Chapter 8. Child Labor: A Child Development Perspective.- Chapter 9. Vulnerable Children?: The Heterogeneity of Young Children's Experiences.- in Kenya and Brazil.- Chapter 10. Child Labor and Child Well-being of Children: The Case of Children in Marine Fishing in Ghana.- Chapter 11. A World Tour of Selected Intervention Programs for Children of a Parent with a Psychiatric Illness.- Section IV: Child Security .- Orphans and Fosterage.- Chapter 12. Sudanese Refugee Youth: Resilience among Undefended Children.- Chapter 13. When All the Children are Left Behind: An Exploration of Fosterage of Owambo Orphans in Namibia, Africa.- Chapter 14. Malawi Orphans: The Role of Transnational Humanitarian Organizations.- Section V: Children's Rights .- Chapter 15. Indigenous Children's Rights and Well-being: Perspectives from Central and Southern Africa.- Chapter 16. Traditional Religion, Social Structure, and Children's Rights in

Deborah J. Johnson is Professor of Human Development and Family Studies at Michigan State University. Her research on status-based, race, and culturally --related development, parental socialization and parent/child relations in early and middle childhood Much of her work has been in the area of racial/ethnic identity development and racial socialization in varying context including child care principally among African-American and other ethnic children and families, but also internationally with Zimbabwean youth. Her international interests and collaborations also focus on these issues among Sudanese refugee youth and Indigenous youth of Western Australia. Of more than 50 published, books, monographs, articles and chapters, several recent publications have focused on disentangling race, poverty, and culture; theory development in the area of racial-ethnic socialization; and on research methods in cultural communities in American and across the globe. Selected publications include, Johnson, D. J., and Spicer, P. (Eds.), (Special Section, 2009). Racial/Ethnic socialization, identity, and youth outcomes: Excavating culture. Cultural Diversity and Ethnic Minority Psychology,; Slaughter-Defoe, D.T., Stevenson, H., Arrington, E. & Johnson, D.J. (Eds.) (2011)Black Educational Choice: Assessing the Private and Public Alternatives to Traditional K-12 Public Schools;. Rana, M., Johnson, D.J, & Bates, L.(2011) Parental Choice and Involvement in the Education of Sudanese Unaccompanied Minors in Black Education Choice volume. Johnson, D.J. (2012) What's Not in the Box?: Historical and Population Change as Contextual Features in the Study of Race-Based Development of Children, Racial Stereotyping and Child Development; Kickett-Tucker, C. and Johnson, D.J. (2004). Challenges in the Context of the Changing Roles of Nyoongah Women. Family Focus On...International Perspectives..

DeBrenna LaFa Agbényiga, Ph.D., LMSW is Associate Dean for Graduate

"Vulnerable Children: Global Challenges in Education, Health, Well-Being, and Child Rights contains a great deal of useful information and provocative arguments about how to frame the problems faced by children in vulnerable communities and settings... the book is an opportunity for readers to be exposed to groups that do not have the opportunity to obtain enough attention." (Richard Thompson and Elizabeth C. Neilson, PsycCRITIQUES, February 24, 2014, Vol. 59, No. 8, Article 3)