![Justice, Education and the Politics of Childhood - Challenges and Perspectives Justice, Education and the Politics of Childhood - Challenges and Perspectives](/img/books/width167/3319273892_k.jpg)
Justice, Education and the Politics of Childhood - Challenges and Perspectives
von: Johannes Drerup, Gunter Graf, Christoph Schickhardt, Gottfried Schweiger
Springer-Verlag, 2016
ISBN: 9783319273891
Sprache: Englisch
267 Seiten, Download: 2932 KB
Format: PDF, auch als Online-Lesen
Contents | 6 | ||
Contributors | 8 | ||
Introduction to Justice, Education, and the Politics of Childhood: Challenges and Perspectives | 10 | ||
References | 21 | ||
Part I: Children and Childhood: Autonomy, Well-Being and Paternalism | 24 | ||
Chapter 1: Constructing Children’s Rights | 25 | ||
Introduction | 25 | ||
Agency, Rights and Children: Puzzles | 30 | ||
Juvenile Agency | 33 | ||
Rights and Juvenile Agency | 35 | ||
Conclusion | 37 | ||
References | 38 | ||
Chapter 2: Future-Oriented Paternalism and the Intrinsic Goods of Childhood | 39 | ||
Introduction | 39 | ||
Future-Oriented Paternalism | 40 | ||
Conceptions of Childhood | 42 | ||
The Instrumental Conception of Childhood | 42 | ||
Escape from the Predicament | 45 | ||
The Intrinsic Goods of Childhood | 46 | ||
Future-Oriented Paternalism Revisited | 50 | ||
Conclusion | 54 | ||
References | 54 | ||
Chapter 3: Who Gets to Decide? Children’s Competence, Parental Authority, and Informed Consent | 56 | ||
Introduction | 57 | ||
Competence and Children | 58 | ||
Two Examples | 59 | ||
Moral Dilemmas | 61 | ||
Competence and Reasonableness | 63 | ||
Making Children Competent: Lowering the Threshold | 63 | ||
Helping Children Become Competent: Joint-Decision Making | 65 | ||
Conclusions | 66 | ||
References | 67 | ||
Chapter 4: Capacity, Consistency and the Young | 69 | ||
Introduction | 69 | ||
Normative Framework | 70 | ||
Limitations Placed on Young People | 72 | ||
Political | 73 | ||
Medical | 73 | ||
Criminal | 74 | ||
The Capacity Standard | 75 | ||
The Composition of Capacity | 77 | ||
Knowledge: Expected Consequences | 78 | ||
Knowledge: Complexity of Information | 78 | ||
Understanding | 79 | ||
Importance: Personal | 80 | ||
Importance: Social | 80 | ||
Explaining the Inconsistencies | 81 | ||
Conclusion | 82 | ||
References | 83 | ||
Chapter 5: Eating Disorders in Minors and the Role of the Media. An Ethical Investigation | 85 | ||
Introduction | 85 | ||
Eating Disorders in the Ethical and Philosophical Literature | 86 | ||
The Complexity of Eating Disorders | 87 | ||
Definition of Eating Disorders | 87 | ||
The Epidemiology of Eating Disorders | 89 | ||
The Etiology and Risk Factors of Eating Disorders | 90 | ||
The Role of the Media on Eating Disorders and Related Phenomena | 91 | ||
An Ethical Perspective on the Different Interests at Stake | 97 | ||
Responsibilities and Justice | 99 | ||
Conclusion and Policy Measures | 102 | ||
References | 103 | ||
Part II: Justice for Children | 107 | ||
Chapter 6: Equality of What for Children | 108 | ||
Introduction | 108 | ||
Equality of Resources | 110 | ||
Equality of Opportunity for Welfare | 114 | ||
Equal Access to Advantage | 115 | ||
The Agency Assumption, Primary Goods and Capabilities | 117 | ||
References | 119 | ||
Chapter 7: Social Policy and Justice for Children | 120 | ||
Introduction | 120 | ||
Social Policy, Justice and the Well-Being of Children | 121 | ||
The Injustice of Child Poverty | 126 | ||
Social Policy and the Limits of Justice | 129 | ||
References | 131 | ||
Chapter 8: The Politics of the Level Playing Field. Equality of Opportunity and Educational Justice | 134 | ||
Introduction | 134 | ||
Educational Equality and/or Educational Adequacy | 135 | ||
Equality of Opportunity: Standard Criticisms | 137 | ||
Responsibility-Sensitive Egalitarianism, Perfectionist Autonomy and the Justification of Education | 142 | ||
Equality of Educational Opportunity and the Justification of Education | 142 | ||
Autonomy and Responsibility in Educational Interaction Orders | 144 | ||
Responsibility-Sensitive Egalitarianism and Perfectionist Liberalism | 148 | ||
Conclusion | 152 | ||
References | 153 | ||
Chapter 9: Child Psychological Abuse, Public Health and Social Justice: The Cinderella Law Debate | 156 | ||
The Visibility of Child Emotional Abuse: The Cinderella Law Project | 156 | ||
Some Open Questions on Child Psychological Abuse | 160 | ||
The State’s Responsibilities: Social Justice and Public Health | 164 | ||
Child Psychological Abuse and Justice: A Question of Public Health? | 166 | ||
Conclusion | 169 | ||
References | 170 | ||
Chapter 10: Epistemic Injustice and Children’s Well-Being | 173 | ||
Introduction | 173 | ||
From a Justice of the Offender to a Sense of Injustice | 176 | ||
Sensing Injustice | 178 | ||
Children’s Well-Being, Injustice and Trust | 180 | ||
Epistemic Injustice | 183 | ||
References | 187 | ||
Part III: The Politics of Childhood | 189 | ||
Chapter 11: Keeping Their Kids: Cultural Minorities and the Lives of Children | 190 | ||
Introduction | 190 | ||
Children and Multiculturalism | 191 | ||
The Primary Interest in Continued Existence | 193 | ||
Individual Permanence and Self-Understanding | 194 | ||
Into the Future | 195 | ||
Into the Past | 197 | ||
The Secondary Interest in Child-Members | 199 | ||
Objections | 200 | ||
Conclusion | 201 | ||
References | 201 | ||
Chapter 12: Civic Education: Political or Comprehensive? | 203 | ||
Introduction | 203 | ||
Political Versus Comprehensive Approaches to Civic Education | 205 | ||
The Criteria for Reasonableness | 208 | ||
Cultivating Reasonableness in Political Liberal Civic Education | 210 | ||
Inclusive Reasonableness in Civic Education: Cultivating the Respect Criterion | 210 | ||
Inclusive Reasonableness and Civic Education: Teaching the Burdens of Judgment | 213 | ||
Restrictive Reasonableness and Civic Education: The Legitimacy Criterion | 216 | ||
Conclusion | 220 | ||
References | 221 | ||
Chapter 13: “I Can’t Tell You Exactly Who I am …”: The Creation of Childhood and Adulthood in F. Scott Fitzgerald’s Short Story The Curious Case of Benjamin Button | 223 | ||
The Commonality of Differentiating ‘Childhood’ and ‘Adulthood’ | 223 | ||
Setting the Course: Preliminary Notes on the Relation of Literature and Social Theory | 225 | ||
A ‘Curious Case’: Reflections on Benjamin Button | 226 | ||
The Initial Production of the Child’s (Ab)Normality | 226 | ||
Benjamin Button’s Life Between Failure and Success in Producing his Normality | 228 | ||
Conclusions | 231 | ||
One Final Note | 233 | ||
References | 234 | ||
Chapter 14: Education for Autonomy in the Context of Consumer Culture | 236 | ||
Introduction | 236 | ||
Critical Consumer Education | 239 | ||
Consumer Aesthetic Education | 242 | ||
Conclusion | 247 | ||
References | 248 | ||
Chapter 15: “My Place”? Catholic Social Teaching and the Politics of Geborgenheit | 249 | ||
The Story of Sally Morgan | 249 | ||
The Concept of Geborgenheit | 252 | ||
Catholic Social Teaching and the Politics of Geborgenheit | 257 | ||
Conclusions | 261 | ||
References | 263 | ||
About the Authors | 265 |