S e n d r e q u e s t s f o r p e r m i s s i o n t o r e p r i n t t o : R i g h t s a n d P e r m i s s i o n s , U n i v e r s i t y o f C a l i f o r n i a P r e s s , J o u r n a l s D i v i s i o n , 2 0 0 0 C e n t e r S t . , S t e . 3 0 3 , B e r k e l e y , C A 9 4 7 0 4 -1 2 2 3 .

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Feminists have re-visioned women as active subjects in knowledge by granting them agency and diversity and by challenging divisions like public versus private. But both feminist and traditional knowledge remain deeply adult centered. Adult perspectives infuse three contemporary images of children: as threats to adult society, as victims of adults, and as learners of adult culture (“socialization”). We can bring children more fully into knowledge by clarifying ideological constructions, with attention to the diversity of children's actual lives and circumstances; by emphasizing children's agency as well as their subordination; and by challenging their conceptual privatization. The re-visioning of children involves complex issues of gender, generation, autonomy, and relatedness.

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