Peter Moss and Pat Petrie, From Children's Services to Children's Spaces: Public Policy, Children and Childhood.

New York: RoutledgeFalmer, 2002. $25.95 papercover.

There has been a spate of new literature on children's rights, childhood sociology and changing childhood conditions. Writing in this genre, Moss and Petrie offer a critical analysis of the political, economic, and historic factors that have produced modern notions of childhood in many English-speaking countries. Further, they make a unique contribution by explaining just how we've arrived at the often fragmented, insufficiently staffed, yet highly regulated institutions that shape the lives of children today. In addition to the usual calls for increased intergovernmental coordination, the authors offer up the refreshing possibility of an alternative discourse and praxis based on political and ethical choice.

The authors begin by illustrating the dominant discourse about children and their relationships with parents and society through policy analysis and comparative case study. Donning the theoretical lenses of social constructionism and Foucauldian interpretations of knowledge and power, the authors next provide a critical analysis of the philosophy and practice of children's institutions including schools. By way of contrast, the authors provide vibrant accounts of early childhood programs in the much-lauded Italian region of Reggio Emilia and dedicate a chapter to the case of Sweden to exemplify alternative possibilities that might emerge in the postmodern era. Foregrounding the child as a citizen, a member of a social group with rights, a child 'rich in potential, strong, powerful, and competent' centered in politically and ethically grounded 'children's spaces,' they elucidate their own discourse based on the notion of children's spaces.

They contend that children's spaces, "the physical, social, cultural, and discursive spaces where children and adults might contest understandings, values, practices and knowledges," require a new theory and practice of work with children. Borrowing from continental Europe's long established theory of pedagogy, they propose a holistic approach of social responsibility for children, with the pedagogue as the nexus for education and social welfare in daily practice with children. Resigned to market capitalism and fated to a multiplicity of systems wrought by the hands of modernism, the authors' reticence to prescribe wholesale solutions may leave some readers feeling dissatisfied. However, the authors, attribute their intentional uncertainty to a resistance of modernist inclinations to end with firm conclusions. On the other hand, this resistance can also be interpreted and appreciated as the stark realism with which concerned interventionists are confronted. Their goal, rather, is to instigate a 'crisis of thinking' about children's services. By freeing readers from the dominant discourse, their intention is to create space for novel and experimental ideas. To this end, they achieve their goal. Bridging the fields of sociology, educational studies, and social welfare, their ability to connect theory to practice should appeal to a wide range of analysts and interventionists. It is hoped that those concerned about children in the 21st century will consider the relevance of the author's ideas for professional work and personal practice.