"The childhoods we enact through our knowledge practices reflect our particular understandings of the child as a project which in turn reflect our commitments to, and preoccupations with, these enactments. These varied commitments and preoccupations— whether disciplinary, theoretical, methodological, political or ethical— disclose a variety of childhoods which may resonate to a greater or lesser degree with real childrens lives"
(Spyrou 2018, p. 7-8)
Intersectional pedagogies
