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. The authors challenge prevailing assumptions, raise critical voices and foreground the child as an epistemic subject living in complex and contested realities. The volume shows the child not only as a passive recipient of adult interventions, but as a subject constructed by and within dynamic global technological, economic, cultural and political forces. They provide a valuable resource for scholars in the fields of educational theory, childhood studies and globalization studies.