In this article we attempt to define and explore a concept of 'radical digital citizenship' and its implications for digital education. We argue that the 'digital' and its attendant technologies are constituted by ongoing materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a 'radical digital citizenship' in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.

In this chapter we explore minority women’s strategies for survival in informal spaces: self help groups, DIY networks and grassroots community organisations, as well as our participants’ personal narratives of and reflections on coping within neoliberal third sector organisations. Throughout this book ‘activism’ is defined broadly in order to capture the diverse ways in which minority women assert themselves as political agents. We argue that minority women’s activism is either misrecognised or erased by the white left. Given this hostility to a politics that is organised on the basis of race, gender and legal status, this problematises the solidarity work that minority women activists seek to build with their white counterparts as well as ignoring the political dimensions of selfcare. We centre the activism of minority women and note that it is often connected to third sector spaces and should not be dismissed as ‘inauthentic’ for this reason. We conclude by demanding that this politics of survival be recognised as a first step toward solidarity and alliances.

In this article, we trace the ideological and social policy roots of asset-based community development (ABCD) in the United States and the United Kingdom, and explore how this approach has been legitimized in Scotland. We argue that ABCD is a capitulation to neoliberal values of individualization and privatization. Drawing on findings from our empirical work, we discuss how ABCD generates dilemmas for community development. Although some practitioners are able to adapt ABCD to focus on renewing Scottish democracy, several practitioners are using ABCD to privatize public issues such as inequality and justify dramatic cuts to the Scottish welfare state.

Childhood studies/geographies have a longstanding interest in questions around multiple social inequalities and identities in diverse socio-spatial contexts, but have not yet seriously considered the politics of intersectionality. Importing intersectionality into childhood studies is neither a straightforward nor an unproblematic process. We suggest that the question that childhood studies/geographies scholars must confront is how intersectionality can be used in this interdisciplinary field in ways which recognise and take seriously the intellectual history and labour of Black women and preserve the integrity of intersectionality's radical praxis of emancipatory knowledge production and collective action for social justice. This article examines how intersectionality and its emancipatory politics might be preserved, strengthened and enhanced when it is operationalised in a context of childhood studies/geographies.