The cultural erasure of childhood. Narratives of control and resistance

This research examines the cultural erasure of childhood through the lens of Schwarze Pädagogik (Black Pedagogy) and dominant narratives that frame children as passive subjects, prioritizing discipline and obedience over agency. By tracing the historical roots of these oppressive frameworks in education, literature, and media, the present work explores their lasting impact on contemporary perceptions of childhood. Combining historical analysis and discourse examination, the study investigates both mechanisms of control and spaces of resistance. It highlights how subversive storytelling—exemplified in the works of Astrid Lindgren, Roald Dahl, and others—alongside children’s play and cultural productions, challenges restrictive norms and asserts children’s autonomy. Additionally, it examines whether contemporary educational and policy initiatives that claim to amplify children’s voices genuinely challenge hierarchical structures or inadvertently reinforce them. Despite institutional constraints on children’s agency, cultural counter-narratives offer crucial spaces for resistance and redefinition. This research contributes to ongoing debates in childhood studies, education, and social policy by demonstrating how historical and literary narratives shape contemporary understandings of childhood. Recognizing both imposed structures and children’s own strategies of defiance, it advocates for approaches that truly acknowledge children as active social agents.