Childhood Studies: A sustainable paradigm?

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. [ABSTRACT FROM AUTHOR]