Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/29845
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Why have generational orderings been marginalised in the social sciences including childhood studies?
Author(s): Punch, Samantha
Contact Email: s.v.punch@stir.ac.uk
Keywords: Childhood
child–adult relations
childhood studies
intergenerationality
generational order
children’s agency
Issue Date: 2020
Citation: Punch S (2020) Why have generational orderings been marginalised in the social sciences including childhood studies?. Childrens Geographies, 18 (2), pp. 128-140. https://doi.org/10.1080/14733285.2019.1630716
Abstract: This paper considers why age and generation tend not to be recognised as social variables in the same way that gender, ethnicity and class are mainstreamed within Social Science disciplines. It questions why the concept of the generational order is not always integral to either Childhood Studies or the related sub-disciplines, such as Children’s Geographies. It begins from a starting point that Childhood Studies is generally a multi-disciplinary field but seems stuck from moving forward conceptually. The politics of Childhood Studies can result in sub-disciplinary silos rather than working in a more interdisciplinary way. The politics of childhood in society have progressed in terms of children’s rights and participation yet the theoretical development of children’s agency has been stuck. The paper discusses the lack of extensive empirical investigation of the generational order, suggesting that ‘generational orderings’ may be a more dynamic way to engage with processes of generationing.
DOI Link: 10.1080/14733285.2019.1630716
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Children’s Geographies on 17 Jun 2019, available online: http://www.tandfonline.com/10.1080/14733285.2019.1630716

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