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This paper discusses the impact of and close interplay between global discourses on children, notions of (a good) childhood at the national and local levels and childhoods as these are lived and experienced in particular social contexts. Two increasingly powerful global images of children are explored: Children as individual subjects with rights to participation as stated in theUNConvention on the Rights of the Child (CRC) and children as human capital and early childhood investment. I argue that the market‐oriented politics and 'global images' of childhood are connected to particular ideological notions of what it means to be a human being, and an increasing individualization, separating children from an intergenerational social order. The discussion is empirically grounded in case studies in Norway and Ethiopia. The paper highlights the contradictions especially with respect to safeguarding local livelihoods and knowledge suggesting limits to the 'sector based' approach to children's participation and rights to education. It highlights the need to move the focus from children as objects of investments to a 'politics of recognition', in ways that value individual dignity and knowledge as constructed by children and adults within local 'belonging communities'.

"This book sheds light on new research related to welfare state, child care policies, and small children's everyday lives in instuitutions in a variety of countries. In uniting recent social childhood research, welfare perspectives and historical and comparative approaches, the book explores institutionalization as a feature of modern child life"--

"In exploring children's own everyday food encounters, alongside the ways in which childhood identities are constructed and mediated through food, this book enables a measured and insightful understanding of the various and subtle dimensions of the relationship between children, food and identity"--Provided by publisher

Intro -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Chapter 1: Exploring Coastal Societies and Knowledge in Transition Across Generations -- 1.1 Coastal Communities in Transition -- 1.2 The Changing Values of Education and Knowledge -- 1.3 Education, Knowledge, and Sustainability -- 1.4 Researching Children and Young People: Theoretical Perspectives -- 1.5 Methodology -- 1.6 Mapping the Chapters of This Volume -- References -- Chapter 2: Coastal Communities Past, Present, and Future? The Value of Social and Cultural Sustainability -- 2.1 Introduction -- 2.2 Conceptualising Sustainability -- 2.2.1 Sustainable Development -- 2.3 Sustainability in Small Coastal Communities -- 2.4 Challenges of Coastal Sustainability and the SDG Agenda -- 2.4.1 Social and Cultural Sustainability - A Relational Intergenerational Approach -- 2.4.2 Bringing Culture In -- 2.5 Cultural Heritage and Collective Social Memory -- 2.6 Local Knowledge Transmission -- 2.7 Justice and Sustainability -- 2.8 Valuing the Past, Sustaining the Future? -- References -- Chapter 3: Growing Up in a Norwegian Coastal Town in the Nineteenth Century: Work and Intergenerational Relations -- 3.1 Introduction -- 3.2 Intergenerational Relations and Child Work -- 3.3 Shipping Industry in Porsgrunn in the Nineteenth Century -- 3.4 Young Boys at Sea -- 3.5 Changing Businesses and Child Work in Porsgrunn -- 3.6 Child Work and Intergenerational Relations on Shore in Porsgrunn -- 3.7 Work, Education and Intergenerational Relations in a Pre-modern Coastal Community -- References -- Chapter 4: `I´m Treading Water Here for My Generation´: Gendered and Generational Perspectives on Informal Knowledge Transmiss... -- 4.1 Introduction - Local Knowledge in Coastal Contexts -- 4.2 Setting the Coastal Context: The Transition from Working Childhoods to Educational Trajectories.