Reflecting wider debates in the discipline, recent scholarship in children's geographies has focused attention on the meanings of the political. While supportive of work that opens up new avenues for conceptualizing politics beyond the liberal rational subject, we provide a critique of research methods which delink politics from historical context and relations of power. Focusing on the use of nonrepresentational theory as a research methodology, the paper points to the limits of this approach for children's political formation as well as for sustained scholarly collaboration. We argue instead for a politics of articulation, in the double sense of communication and connection. An empirical case study is used as an illustrative example.