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educational dictum of “play as work” coincides with unprecedented retraction of state welfare
provision, and therefore threatens to intensify women’s responsibilities for both economic and
child development.
Finally, we need to look to counter-examples that disrupt the kinds of mutual relationship or
determination that I have highlighted here, to document how pedagogies can revolutionize rather
than confirm the political arrangements they work within. In their analysis Jenson and Saint-
Martin take pains to emphasize that identifying policy convergences, or even the emergence
of new policy “blueprints,” does not mean uniformity either of implementation. Feminist and
postdevelopment critiques now argue that attending to the different agendas and interests of the
various stakeholders or actors involved within any development intervention helps to identify the
variety of its effects, including—at least potentially—counterhegemonic ones. So equipped, we
may be able to notice if gendered fluctuations in and between models of the child, child carer,
and worker give rise to any more useful pedagogical and political strategies.
SUGGESTED READING
Broughton, J. (Ed.) (1987). Critical Theories of Psychological Development. New York: Plenum Press.
Burman, E. (1994). Deconstructing Developmental Psychology. London and New York: Routledge.
———. (1995)Developing Differences: Gender, Childhood and Economic Development. Children & Society,
9(3), 121–141.
———. (1998). The Child, the Woman and the Cyborg: (Im)possibilities of Feminist Developmental
Psychology. In K. Henwood, C. Griffin, and A. Phoenix (Eds.), Standpoints and Differences: Essays
in the Practice of Feminist Psychology, pp. 210–232. London: Sage.
Francis, B. and Skelton, C. (Eds.) (2001). Investigating Gender: Contemporary Perspectives in Education.
Buckingham: Open University Press.
Richards, G. (1997). ‘Race’, Racism and Psychology. London: Routledge.
Sachs, W. (Ed.) (1992). The Development Dictionary: A Guide to Knowledge As Power. London: Zed.
Schlemmer, B. (Ed.) (2002). The Exploited Child. London: Zed.
Yuval-Davis, N. (1998). Gender and Nation. London: Sage.
REFERENCES
Avis, J. (1991). The Strange Fate of Progressive Education. In Education Group II, Cultural Studies,
University of Birmingham, Education Limited: Schooling, Training and the New Right in England
since 1979, pp. 114–142. London: Unwin Hyman Ltd.
Haraway, D. (1991). Simians, Cyborgs and Women. London: Verso.
Hochschild, A. (1983). The Managed Heart. Berkeley, CA: University of California Press.
Jenson, J. and Saint-Martin, D. (2002) Building blocks for a New Welfare Architecture: Is LEGO TM the
Model for an Active Society? Paper prepared on August 20–September 1, 2002, from the delivery
at the 2002 Annual Meeting of the American Political Science Association, Boston.
Riley, D. (1983). War in the Nursery: Theories of Mother and Child. London: Virago.
Steedman, C. (1995). Strange Dislocations: Childhood and the Idea of Human Interiority 1789–1939.
London: Routledge.
United Nations Development Programme (1992). Human Development Report. Oxford and New York:
Oxford University Press.
Walkerdine, V. and the Girls and Mathematics Unit (1990). Counting Girls Out. London: Virago.