In this essay, Dr. Silver asks childhood studies scholars to look critically at what justice means and what it would entail for differently positioned children, youth, and communities. Silver maps out a concept and praxis of transformative childhood studies (TCS) which involves a remix in transformative justice, childhood studies scholarship, and feminist methodology. She draws upon six years of fieldwork in a small high school in Camden, NJ. Silver argues 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.
Read the article here.