2018/01/29 by Erica Burman
Social Sciences · #Global Education and Multiculturalism #Global Educational Policies and Reforms #Innovative Education and Learning Practices
paper · doi:10.1080/09620214.2017.1412266
openalex publication_date 2018/01/29 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26
This paper advances an approach, ‘child as method’, as a resource for interrogating models of development in childhood and education. Kuan-Hsing Chen’s (2010) book Asia as method has generated interest across childhood and educational studies. Here ‘child as method’ is presented as a related intervention. Just as Asia as method (re)considers the status of the national and transnational, so ‘child as method’ helps explicate the ways ‘child’ and ‘development’ are linked across economic, sociocultural and individual trajectories. The example of translation is discussed in relation to sociocultural approaches and how together these might inform childhood and educational studies debates. The notion of ‘method’ at work (as framework, technique or narrative) is also clarified as informed by feminist and decolonisation approaches. It is argued that ‘child as method’ offers strategies for resisting abstraction and remaining attentive to forces and relations of (re)production at issue within adult–child and child-state-development relations.