Page 101 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 101
u. boljka et al. ■ who calls the shots? the insiders and outsiders ...
them (but not the majority) believe their voice is being represented and
voiced through their representative. This representative (who expresses
their opinions and addresses their needs makes the difference for the class
community, unites the classroom, gathers all opinions and represents the
wishes of all pupils in class, makes a complaint in their name etc.) is, it can
be argued, elected in line with the difference principle because the least
privileged children themselves believe they benefit from the maximised
opportunities of the most privileged.
Interpreting just child participation in schools through a Rawlsian
perspective is however not simple. Judging the child participation arrange-
ment on the above postulate, we might assess it as being fair even though
the most disadvantaged children are excluded. Yet, in practice, the majori-
ty of children’s opinions differ when it comes to class representatives effec-
tively representing their interests. The vulnerable group of children (and
also other children) often express the view that the class representatives
only represent their own interests and not the interests of the most vul-
nerable. As such, the views of the children in the worst position are not
taken into account and hence their position cannot be improved by ‘giv-
ing up’ their representation to children in the best position. The difference
principle is therefore not respected. Following this line of argument, the
Rawlsian interpretation of what just child participation in school might
be does not hold up.
For example, they talk about what to do in our school, what to intro-
duce, what to eliminate. Nobody thinks about asking us what we need
and even if a teacher tells them to ask us, they usually don’t do that. They
forget. So, for the most part only those who are in the child parliament
choose. (Violica, 17 years, NGO 1)
What often happens is that the topics discussed and agreements ac-
cepted in the forums are known only to the participants of forums, leav-
ing other pupils not informed about them. Children see the main role of
the representatives in providing them with feedback on discussions and
conclusions from different school forums:
Because no one tells us anything. (Alexa, 12 years, elementary school 4)
Due to the most vulnerable children being unable to influence the
participation agenda and because they do not receive sufficient feedback
when they do, their motivation to participate rapidly decreases.
This sucks, it has no effect. (Matic, 12 years, elementary school 3)
99
them (but not the majority) believe their voice is being represented and
voiced through their representative. This representative (who expresses
their opinions and addresses their needs makes the difference for the class
community, unites the classroom, gathers all opinions and represents the
wishes of all pupils in class, makes a complaint in their name etc.) is, it can
be argued, elected in line with the difference principle because the least
privileged children themselves believe they benefit from the maximised
opportunities of the most privileged.
Interpreting just child participation in schools through a Rawlsian
perspective is however not simple. Judging the child participation arrange-
ment on the above postulate, we might assess it as being fair even though
the most disadvantaged children are excluded. Yet, in practice, the majori-
ty of children’s opinions differ when it comes to class representatives effec-
tively representing their interests. The vulnerable group of children (and
also other children) often express the view that the class representatives
only represent their own interests and not the interests of the most vul-
nerable. As such, the views of the children in the worst position are not
taken into account and hence their position cannot be improved by ‘giv-
ing up’ their representation to children in the best position. The difference
principle is therefore not respected. Following this line of argument, the
Rawlsian interpretation of what just child participation in school might
be does not hold up.
For example, they talk about what to do in our school, what to intro-
duce, what to eliminate. Nobody thinks about asking us what we need
and even if a teacher tells them to ask us, they usually don’t do that. They
forget. So, for the most part only those who are in the child parliament
choose. (Violica, 17 years, NGO 1)
What often happens is that the topics discussed and agreements ac-
cepted in the forums are known only to the participants of forums, leav-
ing other pupils not informed about them. Children see the main role of
the representatives in providing them with feedback on discussions and
conclusions from different school forums:
Because no one tells us anything. (Alexa, 12 years, elementary school 4)
Due to the most vulnerable children being unable to influence the
participation agenda and because they do not receive sufficient feedback
when they do, their motivation to participate rapidly decreases.
This sucks, it has no effect. (Matic, 12 years, elementary school 3)
99
