Page 84 - 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. 84
šolsko polje, letnik xxxi, številka 3–4
We pose a twofold question, namely whether the education system
and more specifically the participation arrangements as part of it are de-
signed (or are able) to support and encourage the participation of differ-
ent groups of children and which groups tend to be the most deprivileged
in terms of their participation opportunities and outcomes.
We tackle these questions using the theoretical language of egalitar-
ian liberalism (Rawls, 1971, 1999) and the recognition approach (Fraser,
2001) (partly developed on its criticism). This is an important contribu-
tion to the literature on child participation as the aspects of what just par-
ticipation in elementary schools entails are rarely tackled. We start out by
briefly describing theoretical approaches, building a solid basis for con-
sidering the above research question. The methods used in the analysis
are then presented. The thematic analysis of 15 focus groups with 157 ele-
mentary school children was used (more details in the methods section).
The analysis attempts to connect the theoretical approaches and practi-
cal arrangements for child participation in elementary schools. Here the
emphasis is placed on the real experiences of various groups of children.
The analysis concentrates on comparing the two types of focus groups,
the first with either children from disadvantaged socio-economic and cul-
tural backgrounds, and/or with behavioural, emotional and learning dif-
ficulties and the second being focus groups with children randomly cho-
sen by elementary schools across Slovenia2. The findings are presented in
the last part.
Theoretical approaches to assessing the fairness of participation
arrangements in elementary schools in Slovenia through the child
participation lens
Discussions on how to create a school environment which would be just
for all and how to assess its fairness are often based on various theories
of justice. These theories find their rational in different principles of just
distribution (see e.g., Brighouse 2000, 2002; Curren, 1995; Gutman and
Callan, 1997; Kodelja, 2006)3 most prominently developed in Rawls’
(1971, 1999) theory of justice which can be understood within broad-
er ideas of egalitarian liberalism. In Rawls’ most famous work A Theory
of Justice, Rawls (1971) does not deal with issues of justice in education
in great depth, they are merely mentioned. Rawls understands justice in
2 In the article, we also refer to the first group of children as vulnerable children or disadvan-
taged children and the second group as children from the general population.
3 This not only applies to scientific analyses, but to strategic documents such as the White
Paper on Education in the Republic of Slovenia (2011) which adopted the principle of dis-
tribution or the Rawlsian approach as the starting point for thinking about a just educa-
tion.
82
We pose a twofold question, namely whether the education system
and more specifically the participation arrangements as part of it are de-
signed (or are able) to support and encourage the participation of differ-
ent groups of children and which groups tend to be the most deprivileged
in terms of their participation opportunities and outcomes.
We tackle these questions using the theoretical language of egalitar-
ian liberalism (Rawls, 1971, 1999) and the recognition approach (Fraser,
2001) (partly developed on its criticism). This is an important contribu-
tion to the literature on child participation as the aspects of what just par-
ticipation in elementary schools entails are rarely tackled. We start out by
briefly describing theoretical approaches, building a solid basis for con-
sidering the above research question. The methods used in the analysis
are then presented. The thematic analysis of 15 focus groups with 157 ele-
mentary school children was used (more details in the methods section).
The analysis attempts to connect the theoretical approaches and practi-
cal arrangements for child participation in elementary schools. Here the
emphasis is placed on the real experiences of various groups of children.
The analysis concentrates on comparing the two types of focus groups,
the first with either children from disadvantaged socio-economic and cul-
tural backgrounds, and/or with behavioural, emotional and learning dif-
ficulties and the second being focus groups with children randomly cho-
sen by elementary schools across Slovenia2. The findings are presented in
the last part.
Theoretical approaches to assessing the fairness of participation
arrangements in elementary schools in Slovenia through the child
participation lens
Discussions on how to create a school environment which would be just
for all and how to assess its fairness are often based on various theories
of justice. These theories find their rational in different principles of just
distribution (see e.g., Brighouse 2000, 2002; Curren, 1995; Gutman and
Callan, 1997; Kodelja, 2006)3 most prominently developed in Rawls’
(1971, 1999) theory of justice which can be understood within broad-
er ideas of egalitarian liberalism. In Rawls’ most famous work A Theory
of Justice, Rawls (1971) does not deal with issues of justice in education
in great depth, they are merely mentioned. Rawls understands justice in
2 In the article, we also refer to the first group of children as vulnerable children or disadvan-
taged children and the second group as children from the general population.
3 This not only applies to scientific analyses, but to strategic documents such as the White
Paper on Education in the Republic of Slovenia (2011) which adopted the principle of dis-
tribution or the Rawlsian approach as the starting point for thinking about a just educa-
tion.
82
