The first chapter focuses on pedocentrism and offers a genealogical and critical analysis of the child-centered tradition in pedagogical thinking. The second chapter explores the impact of globalisation on childhood, focusing on phenomena such as the commercialisation of children''s lives, the hybridisation of cultural identities, and the emergence of new pedagogical paradigms. Chapter 3 looks at the deficit of recognition within family relationships, arguing for a relational and dialogic approach to education. Chapter 4 deals with educational innovation through the lens of Raymond Williams'' theory of residual, dominant and emergent cultural codes. Chapter 5 turns to the role of technology in shaping children''s creativity, drawing on empirical evidence and theoretical debates about digital natives and cognitive development. The final chapter examines the broader global transformation processes and their impact on subjectivity, citizenship and educational institutions. The volume is an important contribution to the scholarship on childhood and education in globalised contexts. It is marked by conceptual depth, theoretical pluralism, and a commitment to social justice.
