Education as a site of cultural communication: Rethinking childhood

Abstract

This paper, "Education as a Site of Cultural Communication: Rethinking Childhood," studies cultural communication in education beyond what many educational researchers identify as traditional pedagogy, advocating for a deeper understanding of cultural dynamics and mutual respect. Drawing on Emmanuel Levinas' idea of "thinking the issue otherwise," the article investigates how educational institutions can promote local and global cultural exchange, emphasizing inclusivity, democratic values, and universal human rights. The paper critiques traditional teacher-student relationships and fixed views of childhood, calling for a shift toward empowering students as active participants in their education. By rethinking childhood through childhood studies and critical pedagogy, it challenges developmental psychology’s limited portrayal of childhood and supports a view of children as social agents in shaping their learning environments. Ultimately, the paper calls for transformative educational practices that celebrate cultural diversity and foster authentic communication.