This series focuses on reframings of theory, research, policy, and pedagogies in childhood. A critical cultural study of childhood is one that offers a 'prism' of possibilities for writing about power and its relationship to the cultural constructions of childhood, family, and education in broad societal, local, and global contexts. Books in the series open up new spaces for dialogue and reconceptualization based on critical theoretical and methodological framings, including critical pedagogy; advocacy and social justice perspectives; cultural, historical, and comparative studies of childhood; and post-structural, postcolonial, and/or feminist studies of childhood, family, and education. The intent of the series is to examine the relations between power, language, and what is taken as normal/abnormal, good, and natural, to understand the construction of the 'other,' difference and inclusions/exclusions that are embedded in current notions of childhood, family, educational reforms, policies, and the practices of schooling. Critical Cultural Studies of Childhood will open up dialogue about new possibilities for action and research. Single-authored as well as edited volumes focusing on critical studies of childhood from a variety of disciplinary and theoretical perspectives are included in the series. A particular focus is in a reimagining and critical reflection on policy and practice in early childhood, primary, and elementary education. The series intends to open up new spaces for reconceptualizing theories and traditions of research, policies, cultural reasonings, and practices at all of these levels, in the United States, as well as comparatively.