Child as method and/as childism: Conceptual–political intersections and tensions

This article considers the related projects of child as method and childism, two critical childhood attempting to re-engage studies with wider geopolitical arenas. Firstly, each model's origins in their respective subject discipline are discussed, to, secondly, highlight how this shapes convergences well divergences political project. Third, there is consideration what at stake key conceptual tensions identified. It suggested that differences address contrasting (disciplinary conceptual) sites intervention work complementary ways strengthen broader project embedding within sociopolitical theories practices.