Be/longing: Reciprocal mentoring, pedagogies of place, and critical childhood studies in the time of Trump

Mark K. Nagasawa, Beth Blue Swadener

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This essay focuses on the important, but often taken-for-granted, roles that mentoring and collaborative inquiry play in rethinking childhood studies and situates our work in a time of resurgent racism and xenophobia in the United States—as well as invigorated movements to affirm human rights and social justice. It represents a co-mentoring dialogue, spanning over a decade, about the complexities of embodying critical, activist scholarship within dominant (White, Western, heteronormative, and Global North) assumptions about childhood, families, and communities. Our co-interrogation of these deeply encoded assumptions has been driven by a shared question of how to span the seemingly disparate discourse communities of critically engaged scholars and mainstream early childhood professionals in a variety of community contexts. These efforts have been guided by learning from Indigenous and Global South epistemologies and Black and Chicana/ Latina/Mestiza feminisms. To illustrate what continues to be a reciprocal mentoring relationship, we use critical personal narrative to discuss key influences, literature, pedagogies of place, and exigencies of sustaining critical childhood studies movements in the current moment.

Original languageEnglish (US)
Pages (from-to)207-221
Number of pages15
JournalGlobal Studies of Childhood
Issue number2
StatePublished - Jun 2017
Externally publishedYes


  • Communities of practice
  • early childhood
  • higher education
  • mentoring

ASJC Scopus subject areas

  • Demography
  • Education
  • Developmental and Educational Psychology
  • Development
  • Sociology and Political Science


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