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

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