Academic activities

, 143–144

Accumulation strategies

, 45–46

Adaptive capital process

, 354

Adolescence

, 199

Adolescent migrants

, 67

Adolescents migration aspirations

, 200, 202–203

adolescent migration projects as collective project of family

, 203–206

conceptual framework

, 199–201

in Kyrgyzstan

, 199–201

results

, 202–206

sample and study design

, 201

Adolescents narratives

, 205

Adult-centrism

, 305

Adult–child relationships

, 234

Adverse external circumstances

, 265

Affordances of smartphones

, 221–228

Afghan Citizen Card (ACC)

, 155

Afghan community

, 155, 162

Afghan refugees

, 154, 159–160

children

, 116

community

, 162

in Pakistan

, 154

social situation of Afghan refugee families

, 160–161

Age

, 1–2

Age transition

, 234

Age-appropriate play-based methods

, 138

Age-related concessions

, 234

Agency

, 18, 177–178, 188, 190

Alanen’s concept of generational order

, 5

American model

, 113–114

Analytical concept, voice as

, 7–10

Analytical process

, 239

“Army Guarding the Country” programme

, 287–288

Asian Americans

, 46

Asian authoritarianism

, 290

Asian childhoods and youths in context

, 2–3

Asian countries

, 10

Asian societies

, 3, 44

Aspirations

, 291

Association of Southeast Asian Nations (ASEAN)

, 272

Asyrap aluu

, 256

Authoritarianism, Pan-Asian youth resistance to

, 293–295

Avunculate family concept

, 189

Azerbaijan

, 172

contextualizing childhood in

, 215–217

“Bad Children’s” Pop Dissent

, 289–295

Bagong Bayani Awards

, 303

Balikbayan Programme

, 303

Bangalore’s educational offerings

, 127

Belgian men

, 322–323

Belgium

, 322–323

politics of naming in

, 327

Between society, children and youth in

, 235–238

Biographic projecting

, 198

Boat people

, 340–341

Bottom-up approach

, 174

Bottom-up cosmopolitanism

, 284

Boys

, 309

Buddhism

, 287–288

Bullying concept

, 185

Care

, 144, 147

arrangements

, 88–89

and education institutions

, 89–90

strategies

, 69

Care Circulation framework, The

, 62–63

Caregiving

, 72

Caste

, 6–7, 108–110

Central Asia

, 182

Central Asia and Caucasus (CAC countries)

, 172

Central childcare institutions

, 89

Child Abuse

, 157

Child Migration

, 276

Child prostitution

, 276

Child Protection

, 215–216

Child trafficking

, 276

Child-centeredness

, 138

Child-focused policy programmes

, 108

Child-rearing

, 92–93

in early childhood, approaches to

, 93–96

in Kyrgyzstan and Kazakhstan

, 254

practices in transnational context

, 124–125

Child-victim paradigm

, 28–30

Childcare, social policies for

, 90–91

Childcare arrangements, growing diversification of

, 91–93

Childhood construction

boy’s perspective

, 159–160

children’s perspective on work

, 163–165

literature review

, 155–157

methodology

, 157–159

parents

, 161–163

social situation of Afghan refugee families

, 160–161

Childhood on modern drive

contextualizing contributions

, 19–22

profiling childhood studies in East Asia

, 16–19

unpacking East Asia

, 13–16

Childhood–adulthood dichotomy

, 149

Children and youths

, 16–17

as migrants

, 275–276

Children/childhood

, 2, 18–19, 46–47, 110–111, 116, 130, 138, 142, 145, 154, 165, 214, 221, 223–224, 227, 256, 285–286, 324, 344

in ‘between’ society

, 235–238

agency

, 314

childhood/youth studies

, 38–39

contributions to family and reciprocal support

, 349

daily lives of

, 141, 144, 147

in Filipino–Non-Filipino Families

, 326–327

innocence concepts

, 181

in Japan

, 84

making use of forename

, 332–333

in mixed family scholarship

, 323–324

nature of engagements

, 141, 143–144, 146

new vulnerabilities of children’s lives in transnational Southeast Asia

, 276–278

parent–child relations

, 143–144, 146–147

from parenthood to

, 295–297

perspective on work

, 163–165

rights

, 215–216

sociology

, 18

studies in Kazakhstan

, 180–181

support of family by

, 345

theory

, 276

voices

, 8

working on the streets

, 154

and youth experiences

, 172

Children’s Well-being

, 275

China

, 29

analysis

, 31–38

bifurcated urban governance regime

, 35–36

beyond child-victim paradigm

, 28–30

doing family’ on move

, 36–38

education and social mobility as discourse

, 34–36

life history approach

, 30–31

mobility imperative’

, 32–33

research context

, 27–28

subaltern children speak

, 26–27

China National Knowledge Infrastructure (CNKI)

, 28–29

China’s economic reform (1978)

, 45

Chinese “parachute students”

, 48

Chinese calligraphy

, 63

Chinese Communist Party

, 294

Chinese diaspora

, 62

Chinese families

, 62–63, 69–70

Chinese migrants’ socio-demographic profiles

, 62

Chinese upper–middle–class families

, 46, 49–50, 56–57

Cisgender gay men

, 179

Civilization mission

, 172

Class, social

, 264

social classes

, 17–18, 108–110, 112–113

Co-curricular activities

, 141

Coexistence

, 223

Collective affiliation as reflected in compound forenames

, 330–332

Commonwealth of Independent States (CIS)

, 216

Communication

, 222

Communist Party (CCP)

, 27

Commuter marriage

, 274–275

Companionship

, 144

Competitive

, 6–7

competitiveness

, 84

Competitive inequality

, 6–7

Complex process

, 334

Compressed modernity

, 17–18

Compulsory matrimony and progeny, positioning Nebere Aluu within social norms of

, 258–259

Conceptual autonomy

, 110

Concerted cultivation

, 96–97

Confucian ideology of meritocracy

, 17–18

Confucianism

, 14, 36

Contract workers

, 340–341

Cordillera Mountains

, 307–308

Core family, individualization, self-realization, and intimization of

, 349–351

Corporal punishment

, 114–115

COVID-19 pandemic

, 172–173, 214

Cram School

, 84

Critical interpretative approach

, 19–20, 26

Cross-border migration

, 154

Cultural artifact

, 13–14

Cultural capital

, 148

Cultural Club

, 127

Cultural knowledge, social status, ethnic identity, and passing

, 262–264

Cultural Revolution

, 14–15, 27

Customary law

, 256

Data analysis

, 198, 239

Day nursery

, 89

Daycare

, 84

Decentralized systems

, 97

Decision-making

, 329, 332

guidelines

, 2

Deep relationality

, 280

Demarcation from Vietnamese community and extended family

, 351–353

Democracy

, 292–293

Demographic transformation process

, 274–275

Demographic Transition

, 272, 274

Despotic paternalism

, 287

Diaspora

, 124

Digital activism

, 296

Digital memes

, 295

Digital spaces

, 223

Disciplinary practices

, 216

disciplining

, 216

Diverse case strategy

, 28

Diversification of childcare arrangements, growing

, 91–93

Drop-in centres (DICs)

, 158

Early childhood

approaches to child-rearing in

, 93–96

intensive parenting and increasing role of extended education in

, 96–99

East Asia

profiling childhood studies in

, 16–19

unpacking

, 13–16

East Asian families, perspectives on educational migration of

, 45–46

East Asian societies

, 16–17

ECCE centers

, 89

Education

, 93–94, 143

Education as discourse

, 34–36

Education institutions, care and

, 89–90

Education Resources Information Centre (ERIC)

, 201

Education-social-mobility

, 17–18

Educational approaches

, 93

Educational aspirations and professional goals

, 347–348

Educational migrants

, 44

Educational migration in transnational family-making

, 56–58

Educational migration of East Asian families, perspectives on

, 45–46

Educational migration process

, 45, 50, 56–57

Educational project

, 46

Educational success and preparation for professional future

, 345

Educational system

, 198–199

Educators noninterventionism

, 94–95

Electronic gadgets

, 142

Emotional labor

, 39–40

Empathetic children, producing high-achieving, hardworking and

, 126–130

Engaged siblinghood

, 292–293

at work

, 291–293

Enrichment activities

, 88, 96–97

Environmental Club

, 127

Epistemological-methodological strategy

, 26

Equality

, 293

Escape strategy

, 206

Ethnic identity

, 262–264

and India

, 130–134

Ethnographic approach

, 115–116

Ethnographic research approach

, 157

Europe’s absolutism

, 296–297

Evidentiary adequacy

, 158–159

Existential inequalities

, 6–7

Exploratory mixed-method study

, 238–239

Extended education in early childhood, intensive parenting and increasing role of

, 96–99

Extended family

, 346–347

facilitating connections to

, 128–129

members

, 129

Family

, 155, 157, 163

adolescent migration projects as collective project of

, 203–206

changing family patterns and normalization of “only child”

, 85–88

device

, 219–220

immunity

, 274–275

kinship networks

, 203

values

, 215

Family-care perspective

, 65–67

Father paradigm

, 286–288

Fertility rate

, 84

Filial piety

, 2, 342–343

Filial responsibility

, 156, 162

Filipino diaspora

, 306

Filipino transnational families

, 305

Filipino-Belgian families

, 334

Filipino-Belgian parents

, 328, 331

Filipino-Belgian partners

, 334

Filipino–Belgian couples

, 323

Filipino–non-filipino families, children in

, 326–327

Firstborn children

, 256

Flexibility

, 72

Flexible family system

, 46–47

Fluid

, 72

Fluid childhoods

heterogeneous mobile childhoods

, 64–69

migration context

, 61–62

research context and methodology

, 62–64

results

, 64–69

transnational ties, experiences and preferences

, 69–71

Focus Group

, 220

Foreign Domestic Workers (FDW)

, 307–308

Forenaming

, 325

children

, 325

Formal adoption process

, 266

Foucauldian approach

, 179

Foucauldian-informed narrative analysis

, 179

Free formal schooling

, 164

French-Maghrebin couples

, 325

Gandhian principle of simplicity

, 141

Gender inequality

, 332

Gender order

, 4–5

Gendered migration

, 305

Generation concept

, 3–5, 296

Generational connections

, 330

Generational order

, 4–5, 218–219, 342

concept

, 112

as relational phenomenon

, 218

Generational ordering, renegotiating

, 226–228

Generationing

children’s contributions to family and reciprocal support

, 349

claiming childhood for future

, 347–348

demarcation from Vietnamese community and extended family

, 351–353

individualization, self-realization, and intimization of core family

, 349–351

process

, 342

solidarity patterns

, 342–343

thematic areas of

, 347–353

Generations and Globalization

, 5

Geographies of Children, Youth and Families (GCYF)

, 306

Germany

, 97

Girls

, 219–220

Good childhood

, 113–115

Good K-12 Schools, enrolment in

, 127–128

Government of Pakistan, The

, 155

Government policies

, 84

Grandfamilies concept

, 256

Grandmother identity, Nebere Aluu through lens of good

, 257

Grandparenting as extension of parenting

, 259–262

Grandparenting firstborn in Central Asia

dealing with disruptions and change

, 264–267

findings

, 259–267

grandparenting as extension of parenting

, 259–262

Nebere aluu

, 253–259

social status, ethnic identity, and passing cultural knowledge

, 262–264

Grandparents

, 253–255

Grandparents raising grandchildren (GRG)

, 256

placing Nebere Aluu in existing literate on

, 255–257

Great Firewall

, 295

Grounded Theory Methodology

, 344

Group Discussion

, 307–308

Gulf Cooperation Council

, 303

Heterogeneous group

, 116

Heterogeneous mobile childhoods

, 64–69

Heteronormative sex

, 184–185

Hindu childhood

, 138

Historical analysis

, 256

Households

, 92–93

domain

, 275

Hukou system

, 27–28

Identity

, 130–131

ethnic identity

, 123, 126, 130, 134

identity construction

, 324

racial identity

, 124–125

Immobility

, 277

In-depth interviews

, 285–286

Independence model

, 200–201

Independent pattern

, 342–343

India

being Indian in

, 131–132

being Indian in India

, 131–132

child-rearing practices in transnational context

, 124–125

contours of urban and rural childhoods in

, 147–149

data and methods

, 125–126

enrolment in ‘Good’ K-12 Schools

, 127–128

exposure to economically marginalised

, 129–130

facilitating connections to extended family members

, 128–129

parenting, ethnic identity and India

, 130–134

producing high-achieving, hardworking and empathetic children

, 126–130

role of context in parenting practices

, 132–134

urban and rural familial contexts in

, 141

India’s Ministry of Youth Affairs and Sports

, 130

Indian Academy of Science (IAS)

, 122–123

Indian Americans in United States

, 127

Indian childhood

, 138

Indian middle-class childhood

, 111

Individualisation

, 200–201, 345–346

concept of

, 200

of core family

, 349–351

in naming children

, 328–329

Individualised approach

, 333

Individualized interdependence

, 347, 353

intergenerational negotiations toward individualized interdependence

, 344–353

methodological approach

, 343–344

rocky way toward new family order–scopes and limits of negotiation

, 353–355

theoretical lens

, 342–343

young Viet-Germans in light of current research

, 340–342

Individualized society

, 350–351

Indonesian women’s aspiration

, 315–316

Inequality

, 6–7, 108–109, 113, 273

Information and communication technologies (ICTs)

, 51

Information technology (IT)

, 125–126

Instagram

, 70–71

Institutional Review Board

, 253

Intensive parenting

and increasing role of extended education in early childhood

, 96–99

logic

, 124

practices

, 124

Interact Club

, 122–123

Interdependence model

, 200–201

Interdependence pattern

, 200–201

Interdependent intergenerational pattern of solidarity

, 342–343

Intergenerational commitments

, 112

Intergenerational continuity

, 263–264

Intergenerational negotiations toward individualized interdependence

, 344–353

four thematic areas of generationing

, 347–353

Intergenerational obligations

, 2, 207–208

Intergenerational order

, 3, 5–6, 10, 17

Intergenerational relations

, 19–20

Intergenerational solidarity

, 200, 202, 353

concept of

, 200–201

patterns

, 342–343

Internal societal processes

, 199

International Baccalaureate (IB)

, 127–128

International organizations

, 216, 277

International transfer of caretaking

, 306–307

Interpersonal negotiations

, 322–323

Interview

, 307–308

Interviewees

, 261–262

Interviewing process

, 219–220

Intimacy

, 38

Intimate relationship in time-space compression

, 51–53

Intimization

, 345–346

of core family

, 349–351

Intrasociety heterogeneity

, 15–16

Invisibility

, 340

Islam

, 155

Japan, transformations of early childhood in

approaches to child-rearing in early childhood

, 93–96

care and education institutions

, 89–90

changing family patterns and normalization of “only child”

, 85–88

growing diversification of childcare arrangements

, 91–93

intensive parenting and increasing role of extended education in early childhood

, 96–99

social policies for childcare

, 90–91

Japan’s education system

, 97

Japanese approach

, 94–95

Japanese educators

, 94–95

Japanese preschool institutions

, 94–95

Joint venture

, 3

Kazakh

, 257

Kazakh celebrities

, 252

Kazakh Soviet Socialist Republic

, 184

Kazakhstan

, 172, 252, 255

bullying at school

, 185–186

childhood studies in Kazakhstan

, 180–181

negotiating queer childhood

, 188–190

queer childhood in family of origin

, 186–188

queer children and young people in Kazakhstan

, 181–183

results

, 183–190

unthinkable child

, 183–184

Kin

kinning

, 69–70

kinship

, 70–71

Kindergarten in Japan

, 89

Kyrgyz society

, 200–201, 257

Kyrgyzstan

, 172, 198, 202, 258

Labor

, 68

Labour market

, 68

Labour migration

, 62

Laptops

, 219–220

Learning to use smartphone ‘right’

, 223–225

“Left-behind parents”, from “left-behind children” to

, 49–56

Left–behind children

, 2–3, 47–48, 57, 305, 314–316

to “left-behind parents”

, 49–56

accelerated growth/ripening

, 53–54

demonstration

, 316

distance

, 51–53

handle with care

, 54–56

Leftist politics plus rightist economy

, 14–15

LGBTQ+

, 181–182

Life history approach

, 30–31

Marriage

, 109–110

Mature children

, 243–244

Media sources

, 252

Media technologies

, 295

Meritocratic illusion

, 6–7

Microsystem

, 275

Middle class

, 331–332

Migrant children

, 9–10

Migrant communities

, 279–280

Migrant women

, 305

Migrants descendants

, 62–63, 71

Migration

, 2–3, 27–28, 31, 33, 273–274

aspiration

, 202

context

, 61–62, 323–324, 326

left–behind nexus children

, 47–48

process

, 46, 163

projects

, 306–307

as regional and transnational phenomenon in Southeast Asia

, 273–274

Milk Tea Alliance

, 295

Mixed couples

, 322

Mixed families

children in Filipino–Non-Filipino Families

, 326–327

children in mixed family scholarship

, 323–324

children making use of forename

, 332–333

collective affiliation as reflected in compound forenames

, 330–332

individualisation in naming children

, 328–329

politics of naming in Belgium and Philippines

, 327

researching name giving in mixed families

, 324–326

Mixed-method study

, 238–239

Mobile phone

, 224

Mobility

, 19–20, 26–27, 34–35, 72

strategies

, 38

Mobility imperative

, 32–33, 53–54, 306–307, 309

future good life

, 311–314

to leave or not to leave

, 309–311

making sense of mobilities and good life

, 308–309

objectives and perspectives

, 305–307

results

, 308–314

state of childhood or youth studies in Philippines

, 304–305

Mobility-centrism

, 305–306

Model minority stereotype

, 277–278

Modernisation processes

, 198

Moral goodness

, 288

Moral orders

, 353–354

Mother’s Day’s royal iconography

, 288

Mothers

, 56

Multifunctionality of smartphones

, 223

Multigenerational poverty reduction strategy

, 273–274

Multiple childhoods

, 111

Multiple childhoods, conceptual inventory to study

, 110–113

Multiple parental strategies

, 326

Multiple perspective technique

, 238–239

Multiplicity

, 113

Mutual migration

, 325

Naming

, 322

Napolean law

, 327

National ethics committees

, 157–158

National Institute of Population and Social Security Research (IPSS)

, 86–87, 92

National morality

, 287

National Social Service

, 130

Nationality

, 68

Nazarbayev Intellectual School (NIS)

, 177–178

Nebere aluu

, 253, 259, 262, 264

Nebere Aluu through lens of good grandmother identity

, 257

placing Nebere Aluu in existing literate on GRG

, 255–257

positioning Nebere Aluu within social norms of compulsory matrimony and progeny

, 258–259

as practice

, 254–255

Negotiations

, 352, 354–355

Neutralisation

, 325

New media

, 73

#Nnevvy

, 294

Nomadic animal breeding lifestyle

, 263

Nomadic communities

, 255

Nonhuman actors

, 218

Noninterventionist approach of educators

, 94–95

Normative pattern of good childhood concept

, 112–113

Nuclear family

, 326–327

Obligations

, 340

Offline protests

, 289–295

1.5 generation

, 306, 341

On the Protection of Children from Information Harmful to their Health and Development’

, 182

Online Activism

, 289–295

Online algorithms

, 226

Ontological theorization of childhood

, 217

Organisation for Economic Co-operation and Development (OECD)

, 216

Organisational ethics committees

, 157–158

Overseas Chinese Affaires Offices (OCAO)

, 63

Pair-interview

, 220

Pakhtoonwali

, 115–116, 155, 160–161

Pakistan

, 154

Pakistani society

, 162

Pan-Asian youth resistance to Authoritarianism

, 293–295

Parachute generation

, 46–47

Parachute students

, 52–53

Parental goals and styles

, 96

Parental intercultural adjustment strategies

, 325

Parental strategies

, 325

Parent–child negotiations

, 234–235

Parent–child relations

, 143–144, 146–147

Parent–child relationship

, 50

diverse forms of

, 49–56

negotiating delicate

, 54–56

Parenthood

, 285–286

to childhood

, 295–297

Parenting

, 90, 96–97

grandparenting as extension of

, 259–262

and India

, 130–134

role of context in parenting practices

, 132–134

Parents

, 84, 126, 132–134, 143–144, 146, 149, 204, 220, 341

expectations of teenage girls as responsible

, 242–243

negotiation of boundaries, scopes of action and voice between teenagers and

, 239–241

Participant observation

, 63

Patriarchal Bargain

, 257

Patriarchal societies

, 257

Patriotic activity

, 287–288

Peer-supported interview

, 220

People Research on India’s Consumer Economy (PRICE)

, 139–140

Personal life trajectories

, 174–175

Phenomenological approach

, 256–257

Philippines, politics of naming

, 327

Philippines, state of childhood or youth studies in

, 304–305

Pluralising Indian Childhood

contours of urban and rural childhoods in India

, 147–149

daily lives of children in rural socio-cultural context

, 144–147

daily lives of children in urban socio-cultural context

, 141–144

data collection and analysis

, 139–141

results

, 141–147

urban and rural familial contexts in India

, 141

Political project

, 291

Politics of recognition

, 316

Poor

, 97

Pop culture

, 291

Positive emotional vocabulary

, 303

Post-independence childhood research in Kazakhstan

, 180

Poverty

, 107–108

Progeny, positioning Nebere Aluu within social norms of compulsory matrimony and

, 258–259

Programme for International Student Assessment (PISA)

, 13–14, 216

Proof of Registration (PoR)

, 155

ProQuest Social Science Database

, 28–29

Protective cushion

, 274–275

Psychological-emotional interdependence

, 353–354

Punitive approaches

, 227

Putative parents

, 289–290

Pyramid social system

, 14–15

Qualitative approaches

, 275

Qualitative research process

, 158

Quebec-immigrant

, 325–326

Queer childhood

, 183

in family of origin

, 186–188

in Kazakhstan

, 181, 183, 190

negotiating

, 188–190

Rag-picking trade

, 154

Real life

, 223

Reflexivity-informed methodological approaches

, 10

Refugees

, 107–108

Relationality

, 217–218, 226

Relative financial security

, 48

Religion

, 133

Remittances

, 302–303

Research process

, 157–158

Respondents

, 242–243

Responsibilization

, 245–246

Return migrants

, 133–134

Richmond Academy of Science

, 127–128

Roots-seeking Journeys

, 63

Rotary Club

, 122–123

Rural childhoods in India, contours of

, 147–149

Rural children’s daily lives

, 144–145

Rural China on move

, 27–28

Rural familial contexts in India

, 141

Rural families

, 146

Rural migrant children

, 9–10, 28–29

Rural parents

, 148

Rural socio-cultural context, daily lives of children in

, 144–147

Rural Sociology

, 18–19

Satellite baby

, 20–21

School

, 131

elite schools

, 48

private Schools

, 44–45

public Schools

, 50

School success

, 341

Science, technology, engineering and mathematics (STEM)

, 124–125

Science and Technology Studies (STS)

, 217

Second generation

, 322

Segment childhood

, 110–111

Self-realization

, 345–346

of core family

, 349–351

Sensitive mothering

, 138

Sent-back children

, 67–68

Sent-back strategies

, 68

Sequential interviewing

, 48–49

Shadow education

, 96–97

Siamese revolution (1932)

, 287, 292

Sibling

, 15–16

Singapore-based Filipino migrants

, 52–53

16th National Fertility Research

, 95

16th National Fertility Survey

, 86–87, 92

Sketching project

, 2–3

Smartphone ‘right’, learning to use

, 223–225

Smartphones

, 214–215, 218, 221, 223–224

affordances and use-ability of

, 221–228

Social bridges

, 279

Social capital

, 46

Social clock

, 234

Social Darwinism

, 17

Social equality

, 292–293

Social historians of childhood

, 17

Social indicators

, 14

Social media platforms

, 20–21

Social mobility as discourse

, 34–36

Social networks

, 70–71

Social networks

, 291

Social normative system

, 206

Social norms of compulsory matrimony and progeny, positioning Nebere Aluu within

, 258–259

Social Policy

, 18–19

for childcare

, 90–91

Social protection

, 108

Social relatedness

, 322

Social relations

, 227

Social security

, 166

Social status

, 262–264

Social strata

, 36

Social structural approach

, 110–111

Socio-economic gradient

, 6

Sociomaterial analysis

, 219

analysis

, 221–228

approach

, 217–219

contextualizing childhood in Azerbaijan

, 215–217

distractions, pleasure, and fun

, 225–226

learning to use smartphone ‘right’

, 223–225

methods and materials

, 219–220

renegotiating generational ordering

, 226–228

Sociomaterial approach

, 175, 217–219

Solidarity

, 342–343

South Asia, multiplicity and fundamental inequality of childhoods in

conceptual inventory to study multiple childhoods

, 110–113

contextualising contributions in section

, 113–116

Southeast Asia

, 271–272, 296

contextualising contributions of section

, 278–280

cyber space

, 286

general information on region

, 271–274

new vulnerabilities of children’s lives in transnational Southeast Asia

, 276–278

qualities of growing up in

, 274–276

qualities of growing up in Southeast Asia

, 274–276

Soviet Union

, 173–174

Spatiotemporalities

, 311

State of childhood in Philippines

, 304–305

State parenthood

, 289

State Programme on Alternative Care and Deinstitutionalization’

, 215–216

Street children

, 155–157

Street children in India

, 107–108

Structural commonality

, 110–111

Structural forces

, 8

Subaltern children speak

, 26–27

Subjective sovereignty

, 26

Success

, 2, 3, 14, 17, 35, 45, 83, 122, 127, 174–175

orientation

, 5, 6, 85

educational

, 6, 26, 96, 98, 343, 345, 348

pressure for

, 114, 207, 252, 341, 350, 353–354

Suicide

, 177–178

Sunday School

, 134

Swimming

, 98–99

Tablets

, 219–220

Teenage girls as responsible, parents’ expectations of

, 242–243

Teenage students

, 50

Teenagers, negotiation of boundaries, scopes of action and voice between parents and

, 239–241

Temporal strategy

, 38

Tension-free process

, 331

Thai activism

, 293

Thai children and youths

, 295–296

Thai mother’s day

, 288–289

Thai school system

, 287

Thai social system

, 285

Thai youth movement

, 297

Thailand, young people’s generational rebellion in

breaking silence, giving voice to past

, 291–293

father paradigm

, 286–288

online activism, offline protests

, 289–295

Pan-Asian youth resistance to Authoritarianism

, 293–295

from parenthood to childhood

, 295–297

Thai mother’s day

, 288–289

Thematic semi-structured interviews

, 140

Time-space compression, intimate relationship in

, 51–53

Total Fertility Rate (TFR)

, 86–87, 139

Traditional values’ discourse

, 182–183

Traditions

, 252, 262

Transgender participants

, 186

Transition to adolescence

, 235, 239

Transitional status system

, 234

Transnational concerted cultivation

, 125

Transnational context, child-rearing practices in

, 124–125

Transnational discourses

, 284

Transnational education, emotional dimensions of

from “left-behind children” to “left-behind parents”

, 49–56

data and method

, 48–49

migration left–behind nexus children take lead

, 47–48

perspectives on educational migration of East Asian families

, 45–46

theoretical perspectives

, 45–48

transnational families and childhoods

, 46–47

Transnational families

, 72, 304, 322

transnational families and childhoods

, 46–47

Transnational family-ing process

, 56

Transnational family-making, more than “educational” migration in

, 56–58

Transnational migration

, 56–57, 273–274

Transnational Southeast Asia, new vulnerabilities of children’s lives in

, 276–278

Transnational ties, experiences and preferences

, 69–71

Transnational young people perspectives

, 44

Transnational youth

, 131

Trust management concept

, 239

Turkish teenage girls

, 245–246

Türkiye

analysis

, 239–244

children and youth in ‘between’ society

, 235–238

mature children

, 243–244

negotiation of boundaries, scopes of action and voice between teenagers and parents

, 239–241

parents’ expectations of teenage girls as responsible

, 242–243

study design

, 238–239

Türkiye

, 175

Unequal childhoods

, 114–115

UNICEF

, 273, 277

United Nations Convention on the Rights of the Child (UNCRC)

, 154–155

United Nations High Commissioner for Refugees (UNHCR)

, 161

United States

, 97, 340

Unskilled migration

, 275–276

Urban childhoods

, 149

contours of

, 147–149

Urban familial contexts in India

, 141

Urban families

, 141

Urban parents

, 148

Urban socio-cultural context, daily lives of children in

, 141–144

Use-ability of smartphones

, 221–228

Valeology

, 181

Value of children

, 322, 334

Vidaview Life Story Board

, 201

Video call

, 51

Videoconferencing technology

, 126

Viet-German families

, 342–343

Vietnamese community

, 346–347

demarcation from

, 351–353

Vietnamese migrants

, 340–341

Violence with repercussions

, 252

Visa-regimented transcultural cultivation

, 125

Vision board

, 307–308

Voice as analytical concept

, 7–10

WeChat

, 20–21, 70–71

Welfare state

, 2

Well–being

, 7, 274–275

Western parent–child relations

, 245

Western scholarship

, 218–219

Western societies

, 200

Western Union

, 302

Women

, 21–22

Work

, 341

World Health Organization

, 216

Young couple

, 255

Young generation

, 3–4, 10

Young people

, 115–116, 164–165

in Kazakhstan

, 181–183

Young Viet-Germans

, 340

in light of current research

, 340–342

narrative interviews with

, 343–344

Youth in ‘between’ society

, 235–238

Youth memories

, 344

Youth researchers

, 214

Youth studies in Philippines

, 304–305

Youths in context, Asian childhoods and

, 2–3

Zhejiang province

, 62

Zhejiangnese migrants descendants

, 73

Zhejiangnese transnational families

, 72

Zoom (video-conferencing tool)

, 219–220