The Mighty Child

Beauvais, Clémentine

doi:10.1075/clcc.4

Cited by 56 publications

(9 citation statements)

References 52 publications

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“…Scholar of children’s literature, Clementine Beauvais (2015) uses the phrase ‘the mighty child’ to theorise the power relationship between an adult and a child in the context of the children’s book. She contends that though the adult may be in authority, the child wields a kind of power or might in the act of reading the children’s book written by an adult.…”

Section: Reflexivity and Positionalitymentioning

confidence: 99%

Seeds in the Classroom: The Place of the Arts in Education

Mishra

2024

Contemporary Education Dialogue

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This article examines the role of the arts in education through a detailed sharing of a research project, Hum Hindustani, on children and citizenship. Using examples of work co-created with children in art workshops for the project, the article offers an understanding of the place of the arts in the classroom to provoke a larger conversation that can lead to meaningful ways of engaging with children. It looks at questions of children’s voice, authenticity and positionality to argue for a reflexive teaching practice that can challenge pedagogies that emphasise tests and results, and instead allow for the development of the whole individual.

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Section: Reflexivity and Positionalitymentioning

confidence: 99%

Seeds in the Classroom: The Place of the Arts in Education

Mishra

2024

Contemporary Education Dialogue

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“…For Beauvais (2015), the existential potential of play is confined to childhood, but researchers from other fields have suggested that our capacity for paidic play is something that we carry forward into adulthood. Ethologist Frans de Waal, for example, notes that human beings “retain the playfulness and curiosity of juveniles.…”

Section: Over-looked Paidia and Positive Social Aspects Of Paidiamentioning

confidence: 99%

Typologies and Features of Play in Mobile Games for Mental Wellbeing

Reay,

Ma,

Krzywinska

et al. 2023

Simulation & Gaming

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Background The smartphone market is saturated with apps and games purporting to promote mental wellness. There has been a significant number of studies assessing the impact of these digital interventions. Motivation The majority of review papers solely focussed on the impact of strict rules and award systems of the apps. There is comparatively little attention paid to other game techniques designed to encourage creativity, a lusory attitude, and playful experiences. Results This gap is addressed in this paper in a consideration and analysis of a purposive selection of six mobile games marketed for wellbeing, our focus is on both external and internal motivations that these games offer. Our specific interest is how these games balance rule-based play with creativity. We find that ludic play is a highly-structured, rule-bound, goal-oriented play, in contrast to paedic play which a freeform, imaginative, and expressive. We argue that while ludic play is purposed towards the promotion of habit formation and generates feelings of accomplishment, it nonetheless relies heavily on extrinsic motivation to incentivise engagement. By contrast, paidic play, specifically role-playing, improvisation, and the imaginative co-creation of fictional game worlds, can be used effectively in these games to facilitate self-regulation, self-distancing, and therefore provides intrinsically-motivated engagement. In the context of games for mental wellbeing, ludic play challenges players to complete therapeutic exercises, while paidic play offers a welcoming refuge from real world pressures and the opportunity to try on alternate selves. Conclusion Our intention is not to value paidic play over ludic play, but to consider how these two play modalities can complement and counterbalance each other to generate more effective engagement.

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“…Third, we need to look at how the category of the marginalized child entails a potential reverse: the child will grow up and may have an ageist attitude to new generations of children. Clémentine Beauvais (2015) speaks of the 'mighty child' to stress how the future potential of the child may defy adults' hopes for preserving the current status quo. Tanu Biswas (2021) stresses how Beauvais's notion of 'temporal otherness' (2018) reveals an asymmetry between children and adults in which the former have a future (and, therefore, Time, which in modern history has been inseparably coupled with Money), while the latter (only) have a past that they can access.…”

Section: Childism and Feminist Materialismsmentioning

confidence: 99%

Thinking and doing with childism in children's literature studies

Deszcz-Tryhubczak

García-González

2022

Children & Society

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In this article we share our reflections on how childism has enabled us to navigate theoretical assumptions shaping our field and develop new positions and research practices fostering child–adult interdependencies. Justyna Deszcz‐Tryhubczak has relied on childism as a framework for the introduction of participatory research with young readers as a way for advancing child–adult collaboration. Macarena García‐González has deployed childism to think about adultism and its analogies to sexism. Although we offer a critique of childism as an essentializing concept, we also show how for both of us it has served as a gateway towards other approaches, and especially post‐anthropocentric understandings both of texts, readers and the world and of our critical engagements. Finally, we argue that childism may remain a productive starting point for further openings in children's literature and culture studies and childhood studies if it becomes a plural and messy notion that questions the discourse of hope for a better future as defining children's lives.

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The Mighty Child

Cited by 56 publications

References 52 publications

Seeds in the Classroom: The Place of the Arts in Education

Seeds in the Classroom: The Place of the Arts in Education

Typologies and Features of Play in Mobile Games for Mental Wellbeing

Thinking and doing with childism in children's literature studies

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