Cross-Cultural Analysis of Children’s Moral Education: Perspectives on Deception in Korean and Western Folklores

Cross-cultural differences in children’s judgment of lying have been documented in past research. In this qualitative study, collectivist and individualist perspectives on deception are compared. Using emergent and predetermined themes analysis, four Korean and Western folklores are analyzed. Framed by culturally sustaining pedagogy, folklores are interpreted as instruments in early learning to transmit local cultural values and bring attention to cultural diversity in moral education. Findings indicate non-binary perspectives on deception in both cultures, suggesting deception is used to impart lessons on morality and socialization. The research proposes that children encounter complex social and moral rules, but education under the neoliberal and settler colonial systems prohibit complex discussion. Recommendations are made for educators to engage in discussions on lying with children instead of avoiding uncomfortable topics through punishment. Introducing diverse perspectives on deception through different cultural resources online is suggested to propagate globalization instead of westernization in moral education.