SSJ38240 Childhood & Global Justice

Academic Year 2022/2023

The aim of this module is to enable students to develop a critical, multidisciplinary, theoretically-informed and child-centred perspective on the causes of and solutions to inequalities and injustice in the global context. Inequalities between children and adults as well as divisions which cut across childhood such as socio-economic difference, gender and race/ethnicity will be examined in the broader context of disparities in resources and life-chances globally. There will be a particular emphasis on the interaction between the global and the local in terms of the political, economic and cultural conditions which shape childhoods around the world.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:
• Demonstrate a sound, theoretically-informed understanding of inequalities and injustices affecting children as a group; of the intersecting inequalities and injustices which create differential experiences and outcomes for different children; and of the interaction between the global and the local in mediating the impact of inequalities on children’s lives
• Present a critical, research-informed assessment of the effects of inequalities on children's lives
• Provide explanations, informed by relevant theory and research, of the various factors contributing to inequalities affecting children within and across majority and minority world countries.
• Devise a coherent framework, informed by relevant theory and research, for helping to address inequalities and injustices affecting children.
• Communicate knowledge about the causes and consequences of and solutions to inequalities and injustices affecting children to specialist and non-specialist audiences

Indicative Module Content:

The module will examine such issues as child-adult relations; the government of childhood; the political economy of childhood; children and work; violence against children; children affected by conflict; children and environmental justice. Overall the module will provide students with a clear set of theoretical, conceptual and analytical tools for critically analysing and challenging global inequalities affecting children.

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities


Autonomous Student Learning




Seminar (or Webinar)




Approaches to Teaching and Learning:
lectures; active task-based learning; class discussions; critical writing 
Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Blog Coursework (End of Trimester) n/a Graded No


Assignment: Critical reflection Week 7 n/a Graded Yes


Carry forward of passed components
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

For the first assignment (critical reflection) students will receive feedback individually post-assessment For the blog there will be peer-review activities prior to submission of the completed assignment to the lecturer for assessment. Individual feedback will be provided by the lecturer post-assessment

General Reading Resources

Key Reading:
Wells, Karen (2015) Childhood in a Global Perspective (2nd edition) Cambridge: Polity Press
Supplementary Reading:
• Alderson, P. (2013). An Introduction to Critical Realism and Childhood Studies. Routledge.
• Aitken et al (2008) Global Childhoods: Globalization, Development and Young People. Routledge
• Aitken et al (2011) Young People: Border Spaces and Revolutionary Imaginations. New York: Routledge.
• Alanen, L. and Mayall, B. (2001) Conceptualizing Child Adult Relations. Routledge
• Baker et al (2009) Equality: From Theory to Action (2nd edition) Basingstoke: Palgrave Macmillan
• Baraldi, C., & Cockburn, T. (Eds.). (2018). Theorising Childhood: Citizenship, Rights and Participation. Springer.
• Bhabha, J. (2014). Child migration and human rights in a global age. Princeton University Press.
• Bhattacharya, T. (2017) (ed.) Social Reproduction Theory. London: Pluto Press
• Cregan, K. and Cuthbert, D. (2014). Global childhoods: Issues and debates. London: Sage.
• Cunningham, H. (2011) Children and Childhood in Western Society since 1500. Harlow, UK: Pearson Education.
• Esser, F, Baader, MS, Betz, T, et al. (2016) Reconceptualising Agency and Childhood: New Perspectives in Childhood Studies. New York: Routledge
• Gadda, A. M., & Butler, U. M. (2014). Children and young people's participation and its transformative potential: Learning from across countries. Springer.
• Hanson, K, Nieuwenhuys, O (2013) Reconceptualizing Children’s Rights in International Development: Living Rights, Social Justice, Translations. New York: Cambridge University Press.
• Heywood, C. (2018) Childhood in Modern Europe. Cambridge: Cambridge University Press
• James, A. and Prout, A. (eds) (1997) Constructing and Reconstructing Childhood. Routledge
• James, A and James, A (2008) Key Concepts in Childhood Studies. London: SAGE.
• Kehily, M.J. (2015) An Introduction to Childhood Studies (3rd edition) Maidenhead: McGraw Hill
• Lancy, D. (2014) The Anthropology of Childhood. Cambridge: Cambridge University Press
• Meyering et al (2015). Critical Childhood Studies and the Practice of Interdisciplinarity: Disciplining the Child. Lexington Books.
• Montgomery, H. (2017) Childhood Studies: Critical Concepts in the Social Sciences. London: Routledge.
• Nadesan, M. (2010). Governing childhood into the 21st century: Biopolitical technologies of childhood management and education. Springer.
• Oswell, D. (2012). The Agency of Children: From Family to Global Human Rights. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139033312
• Parke et al (Eds.). (2019). Children in Changing Worlds: Sociocultural and Temporal Perspectives. Cambridge: Cambridge University Press. doi:10.1017/9781108264846
• Qvortrup et al (eds.) (2009) The Palgrave Handbook of Childhood Studies Basingstoke: Palgrave Macmillan
• Razy et al (2016). Children on the Move in Africa: Past and Present Experiences of Migration. Boydell & Brewer.
• Shalhoub-Kevorkian, N. (2019). Incarcerated Childhood and the Politics of Unchilding. Cambridge: Cambridge University Press.
• Smith, K.M. (2014) The Government of Childhood: Discourse, Power and Subjectivity. Basingstoke: Palgrave Macmillan
• Spyrou, S. (2018). Disclosing childhoods. In Disclosing Childhoods (pp. 1-14). Palgrave Macmillan, London.
• Spyrou et al (2018) Reimagining Childhood Studies. London: Bloomsbury Academi
• Vandenhole, W, Desmet, E., Reynaert, D and Lembrechts, S. (2015) Routledge International Handbook of Children’s Rights Studies, Abingdon: Routledge
• Wells, K. (2018) Childhood Studies: Making Young Subjects. Cambridge: Polity Press.
• Wells et al (Eds.). (2014). Childhood, youth and violence in global contexts: Research and practice in dialogue. Springer.
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Thurs 14:00 - 15:50