ABSTRACT

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book considers how resources might actually figure within the meaning-making of an adult looking back on her traumatic childhood. It discusses not only the need to work across disciplinary boundaries but also why and how it is important to recognise the ways these have structured and continue to influence paradigms and practices around children and childhoods. The book explains that any specific disciplinary address to development cannot, ultimately, be adequately understood without engaging with its others and this of course means identifying and engaging with who those others are. It also explains that any account which takes ‘development’ as singular not only dangerously simplifies the diversity of possible and available forms but thereby contributes to their marginalisation, devaluation, and even exploitation or oppression.