Abstract
This chapter provides an overview of childhood studies’ development as a field by highlighting its underlying ontological and epistemological foundations. Starting with the paradigmatic shift brought about by ‘the new social studies of childhood’ in the 1980s, the chapter proceeds to elaborate on the emerging critiques of the field and especially of its social constructionist orientation. Turning to poststructuralist and posthumanist critiques, the chapter discusses relational ontologies and their potential for rethinking knowledge production in childhood studies. The chapter concludes with a discussion of interdisciplinarity and a call for a certain kind of ‘undisciplining’ as means towards expanding childhood studies’ current conceptual reach.
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