ABSTRACT
This chapter takes up themes conventionally associated with Piaget's work to explore their inscription and development within `child-centred' approaches to education. Child-centred pedagogy plays out the con¯icts and internal contradictions of both emancipatory and normative tendencies. These tendencies are prevalent in, but by no means exclusive to, Piaget. This child-centred pedagogy subscribes to a naturalised, individualised model of
childhood which con®rms social privileges and pathologises those who are already socially disadvantaged.
