LAUSR

This article wonders how reconsidering conceptions of time in research with children could expand and complicate notions of childhoods. Drawing on Karen Barad’s (2016, 2018) writing on temporal entanglements alongside Katherine Stockton’s (2009) discussion of growing sideways, research is reviewed and data from a participatory study reexamined. These divergent notions of temporality blur boundaries between childhood and adulthood and privilege perspectives often marginalized. The conclusion discusses implications of temporal orientations when researching with children including conceptions of pandemic time.