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Childhood Studies: A sustainable paradigm?

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

DOI (Digital Object Identifier) Link: https://doi.org/10.1177/0907568216631399
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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.

Item Type: Journal Item
Copyright Holders: 2016 The Author(s)
ISSN: 1461-7013
Keywords: Agency, autonomy, Childhood Studies, constructionism, participatory inquiry
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 53191
SWORD Depositor: Jisc Publications-Router
Depositing User: Jisc Publications-Router
Date Deposited: 08 Mar 2018 13:26
Last Modified: 04 Jun 2018 14:20
URI: http://oro.open.ac.uk/id/eprint/53191
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