Rhonda L. Hinther, “ Raised in the Spirit of Class Struggle: Children, Youth, and the Interwar Ukrainian Left in Canada,” /Labour/Le Travail/ 60 (Fall 2007), 43-76. We found it very solidly researched, well-grounded in, and balancing of, diverse literatures, and useful in addressing the experience and decision-making of the young people themselves. Honorable MentionStephen Robertson,

Ellen Boucher, “The Limits of Potential: Race, Welfare, and the Interwar Extension of Child Emigration to Southern Rhodesia,” Journal of British Studies 48 (October 2009): 914-934. Boucher skillfully mixes narrative with interpretation, developing a well-crafted, engaging, accessible piece of scholarship.  The committee was particularly impressed with the subtlety and range of Boucher’s use of evidence. 

Rachel Hope Cleves, “ ‘Heedless Youth’: The Revolutionary War Poetry of Ruth Bryant (1760-83).” William and Mary Quarterly 67, no. 3 (July 2010):519-548. Cleves’ article, which explores the experience of girls and war is meticulously researched, insightful, and skillfully contextualized. As Cleves herself notes, “Largely excluded by their gender and youth from political assemblies, academies, and

Jennifer Robin Terry, “‘They ‘Used to Tear Around the Campus Like Savages’:  Children’s and Youth’s Activities in the San Tomas Internment Camp, 1942-1945” The Journal of the History of Childhood and Youth 5, no. 1 (Winter 2012): 87-117. The actions and reactions of young people under strenuous conditions are the central pillars of Jennifer Robin Terry’s article “‘They

Magda Fahrni, “Glimpsing Working-Class Childhood Through the Laurier Palace Fire of 1927: The Ordinary, the Tragic, and the Historian’s Gaze,” Journal of the History of Children and Youth 8 (Fall 2015): 426-450.   Fahrni’s analysis of a deadly 1927 fire at a Montreal cinema creates a richly textured portrait of working-class childhood.  Her innovative analysis of court cases,

Mona Gleason, “Avoiding the Agency Trap: Caveats for Historians of Children, Youth, and Education,” Journal of the History of Education (Vol. 45, no. 4, 2016): 446-59. Gleason’s exploration of the scholarly roots, opportunities and limitations of the concept of agency in the history of children and youth offers a timely and compelling reflection. It effectively recasts the discussion around

Katie Barclay. “Love, Care and the Illegitimate Child in Eighteenth-Century Scotland,” Transactions of the RHS 29 (2019), pp. 105-125. With sophisticated style, Barclay illustrates how legitimacy – alongside gender, class, and parentage – shaped children’s experiences of love and care in eighteenth-century Scotland. The committee was particularly impressed with the distinction Barclay makes between caring for and

Antoine Burgard, “Contested Childhood: Assessing the Age of Young Refugees in the Aftermath of the Second World War,” History Workshop 92 (2021). Doi:10.1093/hwj/dbab016.  This decidedly enjoyable piece demonstrates how a variety of actors, including states, NGOs, and young people themselves, constructed and contested age-limited understandings of childhood in the years immediately after the Second World War. The