A generative, critical childhood studies for uncertain times





childhood, critical childhood studies, children’s realities, decolonizing childhood studies


This paper takes the theme of uncertainty as a starting point to argue for a critical childhood studies which does not only wish to produce knowledge about children and childhood but is also responsive to the calls of our uncertain times and seeks to produce knowledge that matters for children’s lives. To do this, the paper argues, it is important to critique and deconstruct the current conditions of children’s lives but to also produce the kind of knowledge which would have the capacity to offer us new insights into the possibilities for crafting alternative futures for children—with children—that address the uncertainties and difficulties which lie ahead. Developing a critical childhood studies will ultimately help the field move towards decolonising itself by becoming more inclusive and democratic as well as becoming more socially relevant by engaging with its diverse publics.


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How to Cite

Spyrou, S. (2023). A generative, critical childhood studies for uncertain times. Child Studies, (2), 13–18. https://doi.org/10.21814/childstudies.4734



Short Article