Competition or integration? The next step in childhood studies?

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Abstract
This article argues that childhood studies has reached a crossroads in its development because of the growing diversity of the interests and agendas that are now being pursued under the interdisciplinary umbrella of childhood studies. As a consequence, fault-lines are beginning to emerge in what was once a unified project, reflecting tensions between key areas and theoretical positions. It goes on to outline a model for reconceptualizing childhood studies that weaves these different positions together, making them necessary and interdependent components of the same field rather than competing and potentially exclusionary perspectives.