Rosen, R;
(2019)
Poverty and Family Troubles: Mothers, Children, and Neoliberal “Antipoverty” Initiatives.
Journal of Family Issues
, 40
(16)
pp. 2330-2353.
10.1177/0192513X18809745.
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Abstract
Conditions of impoverishment underlie many family “troubles” and the family is often a site of antipoverty interventions. Feminist scholars have provided a series of trenchant critiques of neoliberal initiatives which purport to tackle familial poverty but have the effect of retraditionalizing gendered divisions of labor, as well as sidelining demands for social and economic justice for women. Taking one article as an in-depth case study, this article considers what happens to “the child” in such feminist critiques. I suggest there is a tendency to posit neoliberal antipoverty initiatives as benign for or even of benefit to children. The unintended consequences are to position impoverished women against impoverished children and to naturalize childhood at the same time as contesting motherhood. In troubling the family in this way, I argue for the productivity of complementing feminist critiques with critically oriented childhood scholarship to better understand the operations and impacts of neoliberal antipoverty initiatives.
Type: | Article |
---|---|
Title: | Poverty and Family Troubles: Mothers, Children, and Neoliberal “Antipoverty” Initiatives |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1177/0192513X18809745 |
Publisher version: | http://doi.org/10.1177/0192513X18809745 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | childhood, feminism, neoliberalism, poverty, woman–child relations |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery.ucl.ac.uk/id/eprint/10062710 |



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