Transformative childhood studies – a remix in inquiry, justice, and love

ABSTRACT

The meaning of justice is never pre-given. In this manuscript, I suggest that childhood studies scholars look critically at what justice means and what it would entail for differently positioned children, youth, and communities. I map out a concept and praxis of transformative childhood studies (TCS) which involves a remix in transformative justice, childhood studies scholarship, and feminist methodology. Transformative justice (TJ) calls attention to state violence and oppression, which must be healed, not restored – so that society can be actively transformed. I draw upon specific examples from six years of fieldwork in a small high school in Camden, NJ. I argue how critical reflexivity and institutional support for bridging and placemaking can assist childhood studies scholars to engage in deeper and more mutually informed relationships with youth participants, communities, and justice movements.

KEYWORDS:

• Childhood studies
• social welfare
• political engagement
• school
• youth
• fieldwork relationships

Acknowledgements

I want to thank Michelle Lyttle Storrod, who first spoke ‘transformative childhood studies’ into existence and provided excellent suggestions on an early version of this manuscript. I also appreciate the suggestions from Kate Cairns and the anonymous reviewers who helped me to ground this work in an intellectual genealogy from Black feminist, Indigenous, and Latinx scholars and geographers. I want to thank all of the young people who generously shared their stories, pain, joy, and ideas for transformation.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported, in part, by the Rutgers University Faculty Research Grant.