The Local Space of Childhood

The Search for an Authentic Identity and the Effects of Global Orientations

Abstract

The complexity of the child–centered approach in childhood pedagogy has imposed new paradigms of childhood which include the relationship to the child as an active (social) subject who participates, constructs and largely determines his or her own life. Parenting today which is characterized by the pluralization of family structure, extended working hours, dual–earner families, significant changes in the image of the child and the challenges of technological advances, emerges from the above paradigms. Due to the changes and challenges mentioned above, the parental role is changing and emphasis is being placed on parental activities, responsibility and care, while the child is given a more intensive participatory role. The placing of the child in such a position predominates in the pedagogy of recent years. Therefore, the author of this paper will attempt to discuss this new (global) paradigm and confront it with ways of observing children and childhood with the aim of seeking out their authentic identity(ies). One of the most important tasks of childhood researchers is to gain insights into the existential circumstances in which children find themselves and the contextualization thereof in regard to children’s social practices. Constructions of childhood have a direct impact on children and the way children process and experience or deal with “new identities.” The immaturity of children is a biological fact and a fact of life history, however, the manner in which a child is understood belongs in the area of the “culture of childhood.” In the remainder of the article, the author discusses the pros and cons of using childhood as a symbolic space, but also shows how the socio–political, social and economic context feeds into the definition of childhood. An analysis of reference literature has shown that we have no right to speak of a possible paradigmatic conflict (local vs. global) resulting from different scientific reflections on the modern, more contemporary concept of childhood. Although the cultural or social context is extremely important for education (the emphasis being on confining it within national frameworks) science still needs to establish relationships and a clear stance on modern childhood without ignoring or ideologizing the problems which surround it. Its main interest should be based on improving the education process for the benefit of the child, i.e. his or her entire being. With regard to all those involved in the education process, the responsibility for upbringing, education and training should not be placed solely on the individual, i.e. the child and the socio–cultural context, as this causes educators to be excluded. The experience of childhood has changed under the influence of global trends which are often transmitted at all levels of education. Children are a heterogeneous group with different needs, abilities, aspirations and ways of living in their local communities, which provides a certain counterbalance to global visions of childhood. From an education perspective, childhood must be protected, and answers must be sought to the challenges facing childhood in modern society by promoting local identities.