ABSTRACT

Specifically focusing on the tensions between feminists and developmental psychological agendas, this chapter extends the methodological and theoretical debates put forward so far, connecting pedagogical and policy concerns theoretical models. It provides an accessible account of wider social theory concerns, drawing on autobiographical examples to illustrate the complex positions and dilemmas produced through current models of development. The chapter is structured around a set of questions that highlight the ways modernity, with psychology as an exemplar, has structured the relations between gender, childhood, and technology around seven key oppositions. It explores intersections between feminist readings of poststructuralist theory and psychological practices as a feminist teacher of developmental psychology and the contested domain this imports between women and children, and between women. The chapter suggests that there is something about the rhetorical power of ‘the child’, of children, that renders claims and promises of developmental psychology particularly difficult to contest.