Despite its rightful concern with childhood as an essentialist cultural construct, the field of children's literature studies has tended to accept the endemicity of asymmetrical power relations between children and adults. It is only recently, under the influence of children's rights discourses, that children's literature scholars have developed concepts reflecting their recognition of more egalitarian relationships between children and adults. This essay is a result of the collaboration between child and adult researchers and represents a scholarly practice based on an intergenerational democratic dialogue in which children's voices are respected for their intrinsic salience. The presence of child researchers in children's literature studies confirms an important shift currently taking place in our field, providing evidence for the impossibility of regarding children's literature only as a manifestation of adult power over young generations.

This essay, co-written by adult and child researchers, marks an important shift in the field of children’s literature studies because it promotes an academic practice in which children are actively involved in decision-making. In our polyphonic account of the collaboration, we draw on the ideas of productive remembering, re-memorying, and child-led research to advance a new pedagogical approach to the current, adult-centered literary school canon in Poland, which was compiled in 2017 by a panel of politically appointed experts. We exemplify our proposal by discussing “Staś and Nel in the 21st Century”: Do Long-established School Readings Connect Generations?”, a participatory research project conducted at a primary school in Wrocław, Poland, in spring 2018. As we argue, selected texts from the canon may catalyze memories of childhood from older readers that can be shared with younger readers to develop their own connections with these texts. Such an exchange may open new individual and collective remembering spaces linking intragenerational perspectives with intergenerational meanings and resulting in a school canon that promotes both national cohesion and openness to other cultures. Seen thus, our approach can be adopted in school and other settings to engage children and adults as co-creators of particular memory-work methods. In broader terms, it can promote a critical and action-oriented understanding of the heritage of childhood in Poland and elsewhere.