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.

Viewing alternatives

Metrics

Public Attention

Altmetrics from Altmetric

Number of Citations

Citations from Dimensions
No digital document available to download for this item

Item Actions

Export

About