ABSTRACT

This chapter draws together the critiques presented so far to take up the challenge of addressing how children develop within diverse classed, cultural, and geopolitical contexts, including how to avoid reproducing the problems identified within the available models. It addresses the exclusionary character of Euro-US models of childhood and their inscription within international child and economic development policies, to return to the consequences of such critiques for theorists and practitioners of child development. The chapter adopts a programmatic narrative voice making specific calls to engage in, and correspondingly refuse to engage with, certain ways of dealing with and conceptualising children. Recently there has been increasing attention to the Vygotskian-informed notion of zones of proximal development and emphasis on language as the site for the construction and negotiation of intersubjective meanings precisely to counter such individualist legacies.