Childhood Studies: A sustainable paradigm?

Hammersley, Martyn (2017). Childhood Studies: A sustainable paradigm? Childhood, 24(1) pp. 113–127.

DOI: https://doi.org/10.1177/0907568216631399

Abstract

This article interrogates what are frequently taken to be central commitments of Childhood Studies: the idea that children are worthy of study ‘in their own right’, that childhood is a ‘social construction’, that children are and must be treated as active agents, and that participatory methods are the gold standard. It is argued that while these ideas have been fruitful in some respects, they involve fundamental problems.

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About

  • Item ORO ID
  • 53191
  • Item Type
  • Journal Item
  • ISSN
  • 1461-7013
  • Keywords
  • Agency, autonomy, Childhood Studies, constructionism, participatory inquiry
  • Academic Unit or School
  • Faculty of Wellbeing, Education and Language Studies (WELS)
  • Copyright Holders
  • © 2016 The Author(s)
  • SWORD Depositor
  • Jisc Publications-Router
  • Depositing User
  • Jisc Publications-Router

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