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

Abstract

ABSTRACTThe 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.