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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="N1t9WjJq18VoLjfjDLoRDOS95PAeoYLrLM0EBVPe7QG3Ypm7BvT2pBzi_tFUUSlCns7O-WW3HOlmQ6mMrq54pA" /> <meta name="citation_title" content="Postdevelopmental Conceptions of Child and Childhood in Education" /> <meta name="citation_publication_date" content="2020/01/01" /> <meta name="citation_journal_title" content="Oxford Research Encyclopedia of Education" /> <meta name="citation_author" content="Bridget Allan" /> <meta name="citation_author" content="Kaitlin Smalley" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/43001962/Postdevelopmental_Conceptions_of_Child_and_Childhood_in_Education" /> <meta name="twitter:title" content="Postdevelopmental Conceptions of Child and Childhood in Education" /> <meta name="twitter:description" content="Conceptions of child and childhood have been variously (re)constructed by adults throughout history, and yet systematic questioning of the epistemological, ontological, political, and ethical assumptions informing these conceptions remains a" /> <meta name="twitter:image" content="https://0.academia-photos.com/99929144/37406972/31664386/s200_kaitlin.smalley.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/43001962/Postdevelopmental_Conceptions_of_Child_and_Childhood_in_Education" /> <meta property="og:title" content="Postdevelopmental Conceptions of Child and Childhood in Education" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Conceptions of child and childhood have been variously (re)constructed by adults throughout history, and yet systematic questioning of the epistemological, ontological, political, and ethical assumptions informing these conceptions remains a" /> <meta property="article:author" content="https://uq.academia.edu/KaitlinSmalley" /> <meta property="article:author" content="https://independent.academia.edu/BridgetAllan" /> <meta name="description" content="Conceptions of child and childhood have been variously (re)constructed by adults throughout history, and yet systematic questioning of the epistemological, ontological, political, and ethical assumptions informing these conceptions remains a" /> <title>(PDF) Postdevelopmental Conceptions of Child and Childhood in Education</title> <link rel="canonical" href="https://www.academia.edu/43001962/Postdevelopmental_Conceptions_of_Child_and_Childhood_in_Education" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '1e60a92a442ff83025cbe4f252857ee7c49c0bbe'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740569951000); window.Aedu.timeDifference = new Date().getTime() - 1740569951000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Conceptions of child and childhood have been variously (re)constructed by adults throughout history, and yet systematic questioning of the epistemological, ontological, political, and ethical assumptions informing these conceptions remains a relatively new field of academic inquiry. The concepts of child and childhood are philosophically problematic because, although children can be biologically and physiologically categorized, the normative values attached to these categories matter politically and ethically in educational practices and theory. The philosophy of childhood is therefore concerned with the following: questions about adults’ claims to knowledge of childhood and child subjectivity; the limitations and implications of the notion of “development” structuring theoretical claims about child and childhood; the construction of various alternative and intersecting figurations of child; the examination of the socio-historical, philosophical, and biological bases of these figurations, and their ethico-political implications—particularly for education. Furthermore, more radically, contemporary postcolonial, postdevelopmental, and posthuman theorists deconstruct traditional adult–child binaries by claiming that understanding the logic of childhood is reflected in, and socio-historically situated in relation to, colonialism. This same logic used to justify the silencing and structural oppression of children is applied to Indigenous peoples in settler-colonial states. Postdevelopmental conceptions of childhood problematize the very notion of development on which psycho-social scientific theories of childhood depend. By drawing on disciplines other than academic philosophy, in particular childhood studies and early childhood education, a wide range of conceptions of child and childhood can be mapped that shape educational theories and practices in all phases of education: “developing child,” “scientific child,” “psycho-social child,” “subhuman child,” “superhuman child,” “philosophical child,” “postdevelopmental child,” “savage child,” and “posthuman child.”","author":[{"@context":"https://schema.org","@type":"Person","name":"Kaitlin Smalley","url":"https://uq.academia.edu/KaitlinSmalley"},{"@context":"https://schema.org","@type":"Person","name":"Bridget Allan","url":"https://independent.academia.edu/BridgetAllan"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"Bridget Allan","url":"https://independent.academia.edu/BridgetAllan"}],"dateCreated":"2020-05-10","dateModified":"2020-10-07","datePublished":"2020-01-01","headline":"Postdevelopmental Conceptions of Child and 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{"work":{"id":43001962,"created_at":"2020-05-10T18:06:12.759-07:00","from_world_paper_id":null,"updated_at":"2021-01-14T09:28:03.677-08:00","_data":{"doi":"10.1093/acrefore/9780190264093.013.1425","abstract":"Conceptions of child and childhood have been variously (re)constructed by adults throughout history, and yet systematic questioning of the epistemological, ontological, political, and ethical assumptions informing these conceptions remains a relatively new field of academic inquiry. The concepts of child and childhood are philosophically problematic because, although children can be biologically and physiologically categorized, the normative values attached to these categories matter politically and ethically in educational practices and theory.\n\nThe philosophy of childhood is therefore concerned with the following: questions about adults’ claims to knowledge of childhood and child subjectivity; the limitations and implications of the notion of “development” structuring theoretical claims about child and childhood; the construction of various alternative and intersecting figurations of child; the examination of the socio-historical, philosophical, and biological bases of these figurations, and their ethico-political implications—particularly for education.\n\nFurthermore, more radically, contemporary postcolonial, postdevelopmental, and posthuman theorists deconstruct traditional adult–child binaries by claiming that understanding the logic of childhood is reflected in, and socio-historically situated in relation to, colonialism. This same logic used to justify the silencing and structural oppression of children is applied to Indigenous peoples in settler-colonial states. Postdevelopmental conceptions of childhood problematize the very notion of development on which psycho-social scientific theories of childhood depend.\n\nBy drawing on disciplines other than academic philosophy, in particular childhood studies and early childhood education, a wide range of conceptions of child and childhood can be mapped that shape educational theories and practices in all phases of education: “developing child,” “scientific child,” “psycho-social child,” “subhuman child,” “superhuman child,” “philosophical child,” “postdevelopmental child,” “savage child,” and “posthuman child.”","publication_date":"2020,,","publication_name":"Oxford Research Encyclopedia of Education"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Postdevelopmental Conceptions of Child and Childhood in Education","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [158448321,99929144]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":63966967,"attachmentType":"pdf"}"><img alt="First page of “Postdevelopmental Conceptions of Child and Childhood in Education”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/63966967/mini_magick20200719-28530-1st5fmm.png?1595216234" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Postdevelopmental Conceptions of Child and Childhood in Education</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="158448321" href="https://independent.academia.edu/BridgetAllan"><img alt="Profile image of Bridget Allan" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Bridget Allan</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="99929144" href="https://uq.academia.edu/KaitlinSmalley"><img alt="Profile image of Kaitlin Smalley" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/99929144/37406972/31664386/s65_kaitlin.smalley.jpg" />Kaitlin Smalley</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2020, Oxford Research Encyclopedia of Education</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.1093/acrefore/9780190264093.013.1425" rel="nofollow">https://doi.org/10.1093/acrefore/9780190264093.013.1425</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">22 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 43001962; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=43001962"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Conceptions of child and childhood have been variously (re)constructed by adults throughout history, and yet systematic questioning of the epistemological, ontological, political, and ethical assumptions informing these conceptions remains a relatively new field of academic inquiry. The concepts of child and childhood are philosophically problematic because, although children can be biologically and physiologically categorized, the normative values attached to these categories matter politically and ethically in educational practices and theory. The philosophy of childhood is therefore concerned with the following: questions about adults’ claims to knowledge of childhood and child subjectivity; the limitations and implications of the notion of “development” structuring theoretical claims about child and childhood; the construction of various alternative and intersecting figurations of child; the examination of the socio-historical, philosophical, and biological bases of these figurations, and their ethico-political implications—particularly for education. Furthermore, more radically, contemporary postcolonial, postdevelopmental, and posthuman theorists deconstruct traditional adult–child binaries by claiming that understanding the logic of childhood is reflected in, and socio-historically situated in relation to, colonialism. This same logic used to justify the silencing and structural oppression of children is applied to Indigenous peoples in settler-colonial states. Postdevelopmental conceptions of childhood problematize the very notion of development on which psycho-social scientific theories of childhood depend. By drawing on disciplines other than academic philosophy, in particular childhood studies and early childhood education, a wide range of conceptions of child and childhood can be mapped that shape educational theories and practices in all phases of education: “developing child,” “scientific child,” “psycho-social child,” “subhuman child,” “superhuman child,” “philosophical child,” “postdevelopmental child,” “savage child,” and “posthuman child.”</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":63966967,"attachmentType":"pdf","workUrl":"https://www.academia.edu/43001962/Postdevelopmental_Conceptions_of_Child_and_Childhood_in_Education"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":63966967,"attachmentType":"pdf","workUrl":"https://www.academia.edu/43001962/Postdevelopmental_Conceptions_of_Child_and_Childhood_in_Education"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas" data-impression-entity-id="43001962" data-impression-entity-type="2" data-impression-source="signup-banner"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Richard A.Shweder, ed. Chicago: Chicago University Press. 2009. xxxvii + 1105 pp. Theme: Childhood Challenges</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="12117407" href="https://independent.academia.edu/RyanBrown15">Ryan Brown</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ethos, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">The Child is clearly a bold and brave volume, both in the breadth of its sweep and the depth of its entries. I find the volume to be a striking success in its bold endeavor. The entries are thoughtful and well-written, and Shweder has done a very good job of finding contributors who are adept at making generalizations while still attending to the diversity of child experiences and contexts across the globe. The effort to include a truly multicultural approach (Shweder's appropriate caveats about the multiple meanings of multicultural notwithstanding, p. xxxii) is perhaps the bravest of its moves, especially in the midst of multiple fracturing movements in anthropology and other social sciences that proclaim the individual essence and noncomparability of different cultural groups. Thus, it is no surprise that the contributors selected to write sections on cultural aspects of child and adolescent development are among the most forward-thinking in the disciplines of anthropology and child development.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Child: An Encyclopedic Companion. Richard A.Shweder, ed. Chicago: Chicago University Press. 2009. xxxvii + 1105 pp. Theme: Childhood Challenges","attachmentId":72743220,"attachmentType":"pdf","work_url":"https://www.academia.edu/58230742/The_Child_An_Encyclopedic_Companion_Richard_A_Shweder_ed_Chicago_Chicago_University_Press_2009_xxxvii_1105_pp_Theme_Childhood_Challenges","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/58230742/The_Child_An_Encyclopedic_Companion_Richard_A_Shweder_ed_Chicago_Chicago_University_Press_2009_xxxvii_1105_pp_Theme_Childhood_Challenges"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="37443980" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37443980/Child_Entry_in_the_Encyclopedia_of_educational_philosophy_and_theory">Child, Entry in the Encyclopedia of educational philosophy and theory</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="38237890" href="https://wisc.academia.edu/BernadetteBaker">Bernadette Baker</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Encyclopedia of educational philosophy and theory, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This entry concerns ruptures and continuities in inscriptions of "the modern Western child" as it shifts from what is now called natural philosophy to political philosophy to psychology. This is a shift tied to broader debates over truth, ontology and ethics, and one which enabled developmental psychology to become the dominant discipline for inscribing the child in educational discourse over the twentieth century.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Child, Entry in the Encyclopedia of educational philosophy and theory","attachmentId":57410875,"attachmentType":"docx","work_url":"https://www.academia.edu/37443980/Child_Entry_in_the_Encyclopedia_of_educational_philosophy_and_theory","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37443980/Child_Entry_in_the_Encyclopedia_of_educational_philosophy_and_theory"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="21282382" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/21282382/Childhood_through_the_eyes_of_the_child_and_parent">Childhood through the eyes of the child and parent</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="14658266" href="https://independentscholar.academia.edu/ReesaSorin">Reesa Sorin</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Views of children and childhood vary historically, culturally and individually. While historic views positioned children as either evil (products of their parents&#39; intimacy) or innocent (passive and in need of nurturing) (Branscombe, Castle, Dorsey, Surbeck & Taylor, 2000), a number of other images of childhood have emerged. In 2005, taking a reconceptualist perspective and examining written and visual documents and emergent data, Sorin and Galloway developed a Typology of ten Constructs of Childhood, These are: the child as innocent, the child as evil, the child as miniature adult, the child as adult-in-training, the noble/saviour child, the commodified child, the snowballing child, the out-of-control child, the child as victim and the agentic child. This paper uses the typology to examine data collected through parent and child interviews in Canada and in Australia.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Childhood through the eyes of the child and parent","attachmentId":63426928,"attachmentType":"pdf","work_url":"https://www.academia.edu/21282382/Childhood_through_the_eyes_of_the_child_and_parent","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/21282382/Childhood_through_the_eyes_of_the_child_and_parent"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="37135057" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37135057/Introduction_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children">Introduction: The Routledge Handbook of the Philosophy of Childhood and Children</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="89050" href="https://ceu.academia.edu/AncaGheaus">Anca Gheaus</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Routledge Handbook of the Philosophy of Childhood and Children, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Introduction to the Routledge Handbook of the Philosophy of Childhood and Children</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Introduction: The Routledge Handbook of the Philosophy of Childhood and Children","attachmentId":57085584,"attachmentType":"pdf","work_url":"https://www.academia.edu/37135057/Introduction_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37135057/Introduction_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="108226189" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/108226189/The_child_in_question_Childhood_texts_cultures_and_curricula">The child in question: Childhood texts, cultures, and curricula</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29423458" href="https://yorku.academia.edu/LisaFarley">Lisa Farley</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Curriculum Inquiry, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">What is a child? The concept of childhood is so familiar that we tend to assume its universality. As Davin (1999) notes, "We all 'know' what we mean by child and childhood. Yet its properties are multiple and elusive; its limits elastic" (p. 15). The lived experience of childhood is defined by the cultural and economic contexts in which it occurs, and thus, considering the vastly different experiences of children across the world and throughout history, it is impossible to imagine a universal definition. Indeed, the boundaries that differentiate children from adults shape the subjectivities of both. When we speak of the child, we are referring to the relationships, contexts and legacies through which the concept of childhood is mediated. Indeed, the meaning of childhood is always being negotiated not only by the imaginations of adults, but also by nations, markets, history and children themselves. Childhood is thus a discursive conflict zone upon which cultural, political and economic engagements are waged. This special issue's unifying theme, "The child in question," emerges, in part, from Davin's observation: that childhood has boundaries far more elastic than can be held by the familiar notion of the child as providing unmediated access to truth or innocence. The title pays homage to the work of sociologist, Gittins (1998), who explores the shifting meanings of children and childhood and how those meanings impact the lives of children. Contemporary laws, educational policies and social customs about and for children, such as those highlighted in this issue, reveal the ways that the properties of childhood remain as multiple and elusive as ever. Precisely because the concept of childhood is complex and constantly changing, it demands critical inquiry, for as elusive and elastic as they may be, social constructions of childhood have real material consequences for the children whose lives they shape. For Walkerdine (1993), the challenge is to look at the ways that social discourses "cut up and shape reality" as well as to account for "the real effects they produce" (p. 454). "Something real," she argues, "is produced out of fiction" (p. 454). In turn, the embodied lives of children can impact the metaphors we use to describe them. Duane (2010) describes this affecting dynamic of language as "the material grounding of metaphorical thought" (p. 12). The pages of this issue are filled with "question-children" who represent both the material and metaphorical qualities of childhood that complicate the fantasy of a certain truth. Indeed, for Britzman (2006), the question-child figure reminds us that uncertainty is the ground of research, including research about children. In her words, this child figure CONTACT Lisa Farley</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The child in question: Childhood texts, cultures, and curricula","attachmentId":106664771,"attachmentType":"pdf","work_url":"https://www.academia.edu/108226189/The_child_in_question_Childhood_texts_cultures_and_curricula","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/108226189/The_child_in_question_Childhood_texts_cultures_and_curricula"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="74713417" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/74713417/Knowing_Children_Theory_and_Method_in_the_Study_of_Childhood">Knowing Children: Theory and Method in the Study of Childhood</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9058846" href="https://rmit.academia.edu/DeniseCuthbert">Denise Cuthbert</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Global Childhoods: Issues and Debates</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Knowing Children: Theory and Method in the Study of Childhood","attachmentId":82764524,"attachmentType":"pdf","work_url":"https://www.academia.edu/74713417/Knowing_Children_Theory_and_Method_in_the_Study_of_Childhood","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/74713417/Knowing_Children_Theory_and_Method_in_the_Study_of_Childhood"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="30685873" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30685873/Theories_and_Concepts_of_Childhood">Theories and Concepts of Childhood</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32331" href="https://lakeheadu.academia.edu/TobyRollo">Toby Rollo</a></div><p class="ds-related-work--abstract ds2-5-body-sm">To a large extent, the way that a society understands its young will shape the well-being and choices open to the young. Since no single field of study can speak to the variety of ways that children and youth are understood, in this course we will be introduced to discussions across a broad set of disciplines and intellectual traditions. We will engage with the idea of the child as taken up in the study of history,, and the environment. Throughout the course we will grapple with enduring questions about the nature of childhood: What qualities, if any, should be considered essential to childhood? Is childhood a " stage " of development into full humanity, or simply a different way of being human? Are our understandings of youth held globally or are they a specifically 'western' view? How are our visions of the child influence by intersections with race, gender, and class? What sorts of responsibilities and obligation do adults have towards the young? What are the political implications of these different theories of childhood and youth?</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Theories and Concepts of Childhood","attachmentId":51126790,"attachmentType":"pdf","work_url":"https://www.academia.edu/30685873/Theories_and_Concepts_of_Childhood","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30685873/Theories_and_Concepts_of_Childhood"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":63966967,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":63966967,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_63966967" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="65670624" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65670624/Book_Review_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children">Book Review: The Routledge Handbook of the Philosophy of Childhood and Children</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="48437335" href="https://uni-lj.academia.edu/CEPSJournal">CEPS Journal</a></div><p class="ds-related-work--metadata ds2-5-body-xs">CEPS Journal, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Book Review: The Routledge Handbook of the Philosophy of Childhood and Children","attachmentId":77166163,"attachmentType":"pdf","work_url":"https://www.academia.edu/65670624/Book_Review_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/65670624/Book_Review_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="10218374" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/10218374/CONSTRUCTIONS_OF_CHILDHOOD_AND_THE_CONCEPTS_OF_CHILDREN_AS_BEINGS_AND_BECOMINGS">CONSTRUCTIONS OF CHILDHOOD AND THE CONCEPTS OF CHILDREN AS BEINGS AND BECOMINGS</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16972064" href="https://independent.academia.edu/IvanaBankovic">Ivana Bankovic</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"CONSTRUCTIONS OF CHILDHOOD AND THE CONCEPTS OF CHILDREN AS BEINGS AND BECOMINGS","attachmentId":36313944,"attachmentType":"pdf","work_url":"https://www.academia.edu/10218374/CONSTRUCTIONS_OF_CHILDHOOD_AND_THE_CONCEPTS_OF_CHILDREN_AS_BEINGS_AND_BECOMINGS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/10218374/CONSTRUCTIONS_OF_CHILDHOOD_AND_THE_CONCEPTS_OF_CHILDREN_AS_BEINGS_AND_BECOMINGS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="67795792" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67795792/Anca_Gheaus_Gideon_Calder_and_Jurgen_De_Wispelaere_The_Routledge_Handbook_of_the_Philosophy_of_Childhood_and_Children_Routledge_2019_440_pp_ISBN_9780367733889">Anca Gheaus, Gideon Calder and Jurgen De Wispelaere, The Routledge Handbook of the Philosophy of Childhood and Children, Routledge: 2019; 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