The visual documentation of education for pedagogical purposes focuses on preschool children's activities and is used by educators to improve their understanding of children while strengthening their own professionalism. By analysing three educational TV programmes concerning visual documentation in preschools, this paper challenges the positivistic way visual documentation is portrayed. Moreover, it questions political documents and the TV programmes' unproblematic description of children as always ready to be visually documented. Applying a child perspective and children's perspectives, the paper demonstrates that there is a fine line between being documented and surveilled using visual technologies. The paper describes how doing on-looking-ness (onlooker) versus being looked-at-ness (looked at) can be understood as specific discursive formations.

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Enacting (real) fiction: Materializing childhoods in a theme park. Childhood, 22(2): 171-186http://dx

This article asks questions about the ontology of child culture. It aims to position the concept of child culture at the forefront of theoretical research without creating a 'true' or singular definition of the concept. It is rather a conceptual exploration of partial consistencies of child culture in and through practices. The focus of the analyses is on five institutional cultural practices created for children: two children's museums, a science centre, a theme park and an amusement park. A cross-analysis of these practices provides the empirical material for proposing the notion of 'child culture multiple'.

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