Page 104 - 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. 104
šolsko polje, letnik xxxi, številka 3–4
On the other hand, Fraser understands justice in terms of struggles
of bivalent collectivities for recognition and in doing so helps answer the
following question: “Why do some groups of children fail to use their par-
ticipation opportunities which are otherwise normatively granted univer-
sally to all?”. Her approach redirects our attention from equality of oppor-
tunities to equality of outcomes:
- “Are there any differences in informedness among different groups
of children? Why do such differences occur?”
- “Are there any differences in the accessibility of structures and mech-
anisms of participation in elementary schools among groups of chil-
dren? Why do such differences occur?”
Fraser’s approach points us in the direction of participation arrange-
ments in practice. It defines gatekeepers who prevent realisation of the
normative regulation of child participation in practice. Our analyses in-
dicate that one of the most important gatekeepers preventing truly just
child participations in elementary schools are the teachers who, accord-
ing to the focus group participants, fail to understand that vulnerable
children face barriers in participation which other children do not (rang-
ing from a participation-unsupportive family environment, lack of capac-
ities in terms of language, articulation of complex ideas, concepts, having
good grades etc.). Therefore, to ensure more just participation, the list of
resources needed for effective participation of children must be re-eval-
uated, especially if it is dominated by items over which children have no
influence (natural primary goods). Just child participation should not
be about ‘suitability criteria’ (eloquence, talents, intelligence, reliability,
good grades, good behaviour etc.), which further reward the most advan-
taged in our society and therefore uphold the status quo by assuring that
only one group of children ‘calls the shots’, but instead about recognising
that some groups of children need more-than-equal participation oppor-
tunities. It is up to the education system to acknowledge this and estab-
lish more appropriate and just child participation measures in the future.
What the education system should ‘reward’ and recognise in relation to
child participation is precisely the sensitivity of children to injustice and
the lack of recognition of children’s moral status.
References
Boljka, U. (2011) Univerzalni temeljni dohodek. Meje in možnosti njegove
implementacije: Doctoral dissertation. Ljubljana: University of
Ljubljana, Faculty of Social Sciences.
102
On the other hand, Fraser understands justice in terms of struggles
of bivalent collectivities for recognition and in doing so helps answer the
following question: “Why do some groups of children fail to use their par-
ticipation opportunities which are otherwise normatively granted univer-
sally to all?”. Her approach redirects our attention from equality of oppor-
tunities to equality of outcomes:
- “Are there any differences in informedness among different groups
of children? Why do such differences occur?”
- “Are there any differences in the accessibility of structures and mech-
anisms of participation in elementary schools among groups of chil-
dren? Why do such differences occur?”
Fraser’s approach points us in the direction of participation arrange-
ments in practice. It defines gatekeepers who prevent realisation of the
normative regulation of child participation in practice. Our analyses in-
dicate that one of the most important gatekeepers preventing truly just
child participations in elementary schools are the teachers who, accord-
ing to the focus group participants, fail to understand that vulnerable
children face barriers in participation which other children do not (rang-
ing from a participation-unsupportive family environment, lack of capac-
ities in terms of language, articulation of complex ideas, concepts, having
good grades etc.). Therefore, to ensure more just participation, the list of
resources needed for effective participation of children must be re-eval-
uated, especially if it is dominated by items over which children have no
influence (natural primary goods). Just child participation should not
be about ‘suitability criteria’ (eloquence, talents, intelligence, reliability,
good grades, good behaviour etc.), which further reward the most advan-
taged in our society and therefore uphold the status quo by assuring that
only one group of children ‘calls the shots’, but instead about recognising
that some groups of children need more-than-equal participation oppor-
tunities. It is up to the education system to acknowledge this and estab-
lish more appropriate and just child participation measures in the future.
What the education system should ‘reward’ and recognise in relation to
child participation is precisely the sensitivity of children to injustice and
the lack of recognition of children’s moral status.
References
Boljka, U. (2011) Univerzalni temeljni dohodek. Meje in možnosti njegove
implementacije: Doctoral dissertation. Ljubljana: University of
Ljubljana, Faculty of Social Sciences.
102
