Drawing on work from within the developing field of childhood studies,
this text examines theoretical and policy driven understandings of the
current position of children in society. Through an analysis of policy
reforms and professional initiatives within educational child care and
legal contexts, the author examines different, potentially competing
viewpoints of childrens social position. Chapters are devoted to a
number of related themes, including child policy and moral ambiguity,
the limits to child protection, the individualization of schooling and
childhood and citizenship.