ABSTRACT
The conclusions chapter returns to considering what accounts as the ‘Nordic approach’ to researching and understanding children’s communication, learning, and education in the digital age. It points out how the Nordic studies discussed in this volume draw on holistic research designs across sites and settings, and a child rather than an institutional or technological perspective. In many of the studies the voice and agency of children and young people is underscored. The studies also move beyond the seemingly dichotomous discourses between children’s protection and participation rights as well as screen on/off time. Instead, ‘the digital’ is approached as an integral element of children’s communication, learning, and education. Importantly, the volume portrays Nordic childhoods as fluid and under constant development, entangled with other sociocultural transformations taking place in Nordic societies and globally.
