This article discusses the research approach in 'Pathways through Childhood', a small qualitative study drawing on memories of childhood. The research explores how wider social arrangements and social change influence children's everyday lives. The article discusses the way that the concepts of social memory, space and time have been drawn on to access and analyze children's experiences arguing that attention to the temporal and spatial complexity of childhood reveals less visible yet formative influences and connections. Children's everyday engagements involve connections between past and present time, between children, families, communities and nations, and between different places. Children carve out space and time for themselves from these complex relations.Childhood memory space time society

This article explores the form of children's political engagement, considering the politicization of events, their political understanding and alignments. It draws on research into memories of childhood and social change in the latter half of the 20th century and builds on academic debates about children's political participation. Children's experience of policing, industrial unrest, popular dissent, social movements and party politics is discussed. Children's political engagement involves three elements. They must navigate different political perspectives, their understanding grows through feelings of concern and empathy, and they align to groups they can relate to and feel might make a difference. BiographyDorothy Moss works in Childhood Studies at Leeds Metropolitan University. Her research and publications are in the area of the sociology childhood and feminist sociology. 2 The form of children's political engagement in everyday life AbstractThis article explores the form of children's political engagement, considering the politicization of events, their political understanding and alignments. It draws on research into memories of childhood and social change in the latter half of the 20th century and builds on academic debates about children's political participation. Children's experience of policing, industrial unrest, popular dissent, social movements and party politics is discussed. Children's political engagement involves three elements. They must navigate different political perspectives, their understanding grows through feelings of concern and empathy, and they align to groups they can relate to and feel might make a difference.

This article discusses the creation of space and time for feminist approaches in higher education in the context of shifting community and employment relations and the restructuring of higher education space-time. It draws on the reflections of three feminist academics concerning aspects of their work biographies in two very different higher education settings. It explores the shift from working in an academic department concerned with community studies to one concerned with education and related employment. The article focuses on the attempt to sustain feminist practices through these changing times and settings and is informed by the work on time and space

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AcknowledgementsGary Walker, co-researcher on the second research project, Frank Kew for his helpful and constructive comments on a draft of the article and the anonymous reviewers for their constructive and detailed criticism. Biographical detailsDorothy Moss is a principal lecturer in Childhood Studies at Leeds Metropolitan University. Her research and publications are in the area of feminist sociology, the sociology of space and time and the social divisions of childhood. Recent publications include, Moss, Dorothy (2006) Ingrid Richter is currently a senior lecturer in Childhood Studies at Leeds Metropolitan University. Her research and publications are in the area of sociology and social policy with a particular focus on children, young people and families. She has worked in higher education since 1991 and has experience of lecturing in the areas of sociology, social policy and crime deviance and juvenile justice.