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This book explores questions related to social and cultural
sustainability of coastal communities in transition through the
lens of childhood. Contributors explore diverse local and national
contexts spanning several countries aiming to shed light on the
shifting and dynamic interplay between education, knowledge
production, society and working life in coastal environments from
an intergenerational perspective. Key points that are disclosed
are: the current threat to the social and cultural sustainability
of coastal communities in different local and national contexts,
and the reason they must be preserved the centrality of processes
of inter generational transmission of local knowledge to the
preservation and development of sustainable coastal communities the
central role of children and young people as actors in creating
sustainable livelihoods, economies and knowledge in coastal
communities for the future? the practices across different country
contexts The book will address the challenges to sustainability
experienced by local communities in light of local, national and
global social and economic changes. Looking at these challenges
cross-nationally and through the lens of childhood, and knowledge
production across generations, will provide for a much-needed
perspective in ongoing discussion on sustainability in coastal
communities.
Disclosing Childhoods offers a critical account of knowledge
production in childhood studies. The book argues for the need to be
reflexive about the knowledge practices of the field and to
scrutinize the role of researchers in disclosing certain childhoods
rather than others. A relational lens is used to critique the
ongoing fixation of childhood studies with the unitary child-agent
and to re-introduce the question of ontology in knowledge
production. The author provides a critical account of childhood
studies' trajectory, as well as exploring the key concepts of
voice, agency and participation, illustrating the potential of a
reflexive stance towards knowledge production. Drawing on
poststructuralist and posthumanist thinking, each of these concepts
is critiqued for its conceptual limits while productive avenues are
offered to reconfigure their utility. Spyrou also addresses the
ethics and politics of knowledge production and considers key
emerging insights which can contribute towards the development of a
more reflexive and critical childhood studies. Students and
scholars across a range of disciplines, including childhood
studies, anthropology, sociology and geography, will find this book
of interest, as well as those interested in qualitative research
methodology and social theory.
Reimagining Childhood Studies incites, and provides a forum for,
dialogue and debate about the direction and impetus for critical
and global approaches to social-cultural studies of children and
their childhoods. Set against the backdrop of a quarter century of
research and theorising arising out of the "new" social studies of
childhood, each of the 13 original contributions strives to extend
the conceptual reach and relevance of the work being undertaken in
the dynamic and expanding field of childhood studies in the 21st
century. Internationally renowned contributors engage with
contemporary scholarship from both the global north and south to
address questions of power, inequity, reflexivity, subjectivities
and representation from poststructuralist, posthumanist,
postcolonial, feminist, queer studies and political economy
perspectives. In so doing, the book provides a deconstructive and
reconstructive dialogue, offering a renewed agenda for future
scholarship. The book also moves the insights of childhood studies
beyond the boundaries of this field, helping to mainstream insights
about children's everyday lives from this burgeoning area of study
and avoid the dangers of marginalizing both children and
scholarship about childhood. This carefully curated collection
extends beyond critiques of specified research arenas, traditions,
concepts or approaches to serve as a bridge in the transformation
of childhood studies at this important juncture in its history.
Reimagining Childhood Studies incites, and provides a forum for,
dialogue and debate about the direction and impetus for critical
and global approaches to social-cultural studies of children and
their childhoods. Set against the backdrop of a quarter century of
research and theorising arising out of the "new" social studies of
childhood, each of the 13 original contributions strives to extend
the conceptual reach and relevance of the work being undertaken in
the dynamic and expanding field of childhood studies in the 21st
century. Internationally renowned contributors engage with
contemporary scholarship from both the global north and south to
address questions of power, inequity, reflexivity, subjectivities
and representation from poststructuralist, posthumanist,
postcolonial, feminist, queer studies and political economy
perspectives. In so doing, the book provides a deconstructive and
reconstructive dialogue, offering a renewed agenda for future
scholarship. The book also moves the insights of childhood studies
beyond the boundaries of this field, helping to mainstream insights
about children's everyday lives from this burgeoning area of study
and avoid the dangers of marginalizing both children and
scholarship about childhood. This carefully curated collection
extends beyond critiques of specified research arenas, traditions,
concepts or approaches to serve as a bridge in the transformation
of childhood studies at this important juncture in its history.
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