This article examines how childhood innocence is taken up in (92) memories of undergraduate students across four sites in the US and Canada. Drawing from Foucault's theory of discourse, we examine how three themes—innocence as not knowing, innocence as being provided for, and loss of innocence as exposure to adversity—construct childhood as the absence of conflict, which perpetuates the myth of an innocence/experience binary and encourages a deficit perspective of childhood. These findings contribute to teacher education and childhood studies by highlighting the importance of interrogating adult memories in order to disrupt normative assumptions about children.

中文翻译：

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童年的纯真与经历：记忆、话语与实践

本文研究了美国和加拿大四个地点的本科生的 (92) 记忆中如何看待童年的纯真。借鉴福柯的话语理论，我们考察了三个主题——无知是不知道、天真是被提供的、天真是在逆境中的丧失——如何将童年构建为没有冲突，从而延续了天真/经历的神话二元和鼓励童年的赤字观点。这些发现通过强调询问成人记忆以破坏关于儿童的规范假设的重要性，为教师教育和儿童研究做出了贡献。