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This article proposes an epistemological reflection on the multidisciplinary/interdisciplinary fields of Childhood and Children's Rights Studies. The theoretical backgrounds underlying the claims for interactions between disciplines in these specific fields are investigated, exploring their multidisciplinary or interdisciplinary nature(s). Between specificities, similarities, and complementarities, possibilities of dialogue and integration within and beyond the fields are explored, to identify the conditions for interdisciplinary work on the complex issues of childhood, children, and their rights.

In the past two decades, the iconography of victimhood mobilized by child rights advocates has changed significantly. In particular, the child victim of violence has replaced the street child as the dominant icon on the international agenda. Based on data from more than 300 documents produced between 1989 and 2009 and interviews with leading advocates, this article explores the diverging trajectories of iconic child victims. It follows the traces of the successive translations of the idea of ‘stolen childhood’ and locates them against the backdrop of evolutions in the children’s rights field.

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L’interdisciplinarité apparaît comme une voie nouvelle dans le développement de l’enseignement et de la recherche universitaires. L’analyse de ses potentialités, mais aussi des obstacles qu’elle rencontre, met en lumière les relations complexes qu’elle entretient avec les disciplines institutionnalisées. L’interdisciplinarité est pensée ici comme un processus d’articulation entre plusieurs disciplines qui ne se résume pas à une simple addition de savoirs hétérogènes. Sans prétendre à une théorie unifiée, qui équivaudrait à la naissance d’un nouveau paradigme, il convient au contraire de prendre en compte la diversité des postures épistémologiques qui contribuent à la co-élaboration du processus interdisciplinaire.Interdisciplinarity is emerging as a new development in academic education and research. The analysis of its potential, but also the obstacles it encounters, highlights the complex relationship it has with institutionalized disciplines. Interdisciplinarity is seen here as an interaction process between different disciplines and not just as a simple addition of heterogeneous knowledges. Instead of asserting that there is a unified theory, which would be equivalent to the birth of a new paradigm, we must instead take into account the diverse epistemological positions that work together for the co-development of the interdisciplinary process

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