In recent years, the dialogue around Adultcentrism and its methodological derivation Bleak Pedagogy, formerly known as Black Pedagogy, has gained significant attention. These concepts offer pivotal frameworks for examining and enhancing children’s well-being and the quality of adult-child interactions, shedding light on educational relationships from a critical perspective. Adultcentrism (AD) is identified as a paradigm of thought where adults perceive children’s worlds and capacities from a biased adult-centric viewpoint, often evaluating youth abilities in relation to adult norms and expectations. This can lead to a misalignment between actual child needs and the intentions of well-meaning adults, influenced by societal pressures and personal biases.
Bleak Pedagogy, redefined from Black Pedagogy to align with contemporary understandings, encompasses the disproportionate application of adult authority, often manifesting in controlling and punitive behaviors. These practices, though sometimes intended to instill discipline or other values, may inadvertently perpetuate cycles of dominance and oppression, reflective of an exacerbated form of Adultcentrism. Understanding these constructs allows for a critical reflection on the methods often normalized in adult-child interactions and advocates for a more balanced, informed approach toward child-rearing and education.
The central aim of this Research Topic is to delve into how Adultcentrism and Bleak Pedagogy are applied across diverse settings — from educational institutions to family dynamics —focusing not only on the negative implications but also on potential reformative practices that respect both adult responsibilities and children’s rights. Contributions to this discussion are encouraged to span a variety of dimensions, from broad societal analyses to detailed case studies, aiming to disrupt entrenched norms and foster healthier, more equitable interactions.
This Research Topic solicits original research that utilizes the conceptual frameworks of Adultcentrism and Bleak Pedagogy, as well as theoretical pieces that explore the integration of these constructs into wider academic and practical domains. Specific areas of interest include, but are not limited to:
● Empirical validation of AD and BP scales in diverse linguistic and cultural contexts.
● Cross-cultural studies examining the applicability and impact of AD and BP constructs.
● Integrative research exploring the associations between AD/BP and other relevant psychological measures or concepts.
● Multidisciplinary theoretical insights connecting AD and BP to broader research fields such as psychology, philosophy, sociology, pediatrics, and educational sciences.
By fostering a multidisciplinary and interdisciplinary dialogue, this Research Topic aims to enrich the academic and practical understanding of Adultcentrism and Bleak Pedagogy, advocating for approaches that critically assess and constructively address the dynamics of adult-child relationships. Submissions of mixed-method research are particularly welcome, aiming to provide a comprehensive perspective on these impactful educational and psychological constructs.
Article types and fees
This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:
Brief Research Report
Case Report
Clinical Trial
Community Case Study
Conceptual Analysis
Curriculum, Instruction, and Pedagogy
Data Report
Editorial
FAIR² Data
Articles that are accepted for publication by our external editors following rigorous peer review incur a publishing fee charged to Authors, institutions, or funders.
Article types
This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:
Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
