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In conventional development discourse, western concern for overworked children follows a root/branch mapping: the 'root cause' of child labor is seen as poverty, and child labor, in turn, becomes a cause of economic vulnerability and 'lost childhood'. Such analysis fails to consider the ways in which children's subjectivities and practical work have already been shaped by neoliberal discourses. This article contributes to an emerging critique of conventional western notions of childhood in relation to global capitalist development by re-visiting the category of child labor, through a Deleuzian lens. The analysis will employ images of working children and policy texts to explore the ways in which they territorialize the working child. In particular, the author draws upon the metaphor of the rhizome and notions of becoming, in an effort to open an alternative cartography of children's work, exploring what work the category of child labor does in international policy discourse and what's at stake in its unsettling.

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Teacher training across the world has typically assumed a functionalist role in preparing individuals to stand in front of children in classrooms and impart acceptable knowledge. The limitations of this approach have led, in recent years, to the development of new kinds of teacher education which reorient the role of the teacher in powerful ways. This article introduces several transformative approaches to teacher education internationally. It also seeks to extend the notion of transformative teacher education. Building on the aspirations of the Culture of Peace Program initiated by UNESCO (United Nations Educational, Scientific, and Cultural Organization), the paper discusses how teacher education might make a more deliberate contribution to the development of a culture of peace. The paper presents the characteristics of three innovative teacher education programs (in Bolivia, Namibia, and Egypt). Grounding the discussion in the movement from a mechanistic to a holistic world view, the paper uses insights from peace education, conflict transformation, and social capital theory to suggest potential ways in which teacher education might become a peace building enterprise. (Contains 35 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document.

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