1. In trying to make childism a discrete category, does Wall overlook opportunities a third wave of childhood studies would have to be more intersectional? How would you create a third wave that looks different from what is presented by Wall?

2. Wall discusses the use of media and children with platforms to really be listened to about important issues. Now we see this all the time – young climate change activists and survivors of school violence among many other things. While allowing that children deserve and are capable of being activists just as anyone is, how do we also create care and safety around work that is traumatizing even for adults at this stage of their lives? How does that care and safety inform or improve what’s available for activists at other stages of life? 

3. If the goal of Wall’s ideal version of childhood studies and philosophy is to allow for changing moral horizons throughout life/“moral play” and adaptation, how do we account for different styles of learning and understanding and ways of thinking – “competence” that may be neuroatypical – in a discussion based around a standardized idea of what morality is? 

4. How has the conversation about diversity in children’s literature become flattened or simplistic, as it prioritizes certain kinds of children and childhoods? What are some examples of children’s media that centers “child-oriented ideologies” in ways that might not be immediately apparent?

5. How would the children’s literature and criticism landscape look different, and maybe improved, by children’s literature not just for children but BY children?