ABSTRACT
In recent years, sociologists of childhood have placed emphasis on children’s reflexivity and their potential contribution to society, and to constructing and making sense of their own lives and the world around them (James and Prout 1990). In reconceptualising children as social actors, this is not to argue that children are now seen to wield more power vis-à-vis adults, but rather to understand them as having the potential and the competences to exercise power.
