Page 89 - 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. 89
u. boljka et al. ■ who calls the shots? the insiders and outsiders ...
aspects should thus be key when assessing the level of child participation
(Mayall, 2000). Still, Rawls does not mention participation directly.
Second, the question of what a just society entails stays limited to
“the question of distributivity and omits the issues of representativeness,
identity and difference”, which are key concepts of the recognition ap-
proach (Fraser, 1995, 2000, 2001, 2003). Those are the vital concepts while
analysing participation and are especially important for collective partic-
ipation. They could provide solid guidance for assessing whether the par-
ticipation of minority groups with their own identity is just. As we show
later, their participation opportunities are limited; their interests are at
best being represented by others. Following this, we argue, similarly to
Fraser (2003, p. 5), that only the combination and commitment to both
approaches can result in a just society, a just education system and just
child participation in schools.
The recognition approach
The recognition approach advocated by Fraser (1995, 2000, 2001, 2003)
is therefore also adopted in our discussion of justice in education as well
as the just participation of children from disadvantaged socio-econom-
ic and cultural backgrounds and children with behavioural, emotional
and learning difficulties. Three reasons explain why this approach is bet-
ter suited to our analysis. First, it is directly related to the need for people
to assume an active role, to be engaged and participate as a condition for
a just organisation of society. Fraser (2001) argues that a new field of so-
cial justice must be established whose need is made urgent by the grow-
ing differentiation of postmodern societies. There is a corresponding need
to recognise different group identities and differences of individual social
groups within their struggle for recognition. Participation is directly men-
tioned in the recognition approach in the principle of parity of partic-
ipation. This principle can be adopted for this article’s purpose, that is,
to assess whether participation in the Slovenian education system is just.
In general, this principle stipulates that: a) the distribution of material
assets enables the individual to be independent and have a voice; and b)
the institutional arrangement fosters different patterns of cultural value,
which ensures equal respect and equality of opportunity for all individu-
als (Fraser, 2001, p. 6).
Second, unlike the theories of distributive justice, the recogni-
tion approach does not overlook the questions of cultural aspects of in-
justices and hence the importance of politics of recognition. It takes one
evidence for different courses of action: the capacity for rational reflection is an essential
tool for this” (Brighouse, 2002, p. 184).
87
aspects should thus be key when assessing the level of child participation
(Mayall, 2000). Still, Rawls does not mention participation directly.
Second, the question of what a just society entails stays limited to
“the question of distributivity and omits the issues of representativeness,
identity and difference”, which are key concepts of the recognition ap-
proach (Fraser, 1995, 2000, 2001, 2003). Those are the vital concepts while
analysing participation and are especially important for collective partic-
ipation. They could provide solid guidance for assessing whether the par-
ticipation of minority groups with their own identity is just. As we show
later, their participation opportunities are limited; their interests are at
best being represented by others. Following this, we argue, similarly to
Fraser (2003, p. 5), that only the combination and commitment to both
approaches can result in a just society, a just education system and just
child participation in schools.
The recognition approach
The recognition approach advocated by Fraser (1995, 2000, 2001, 2003)
is therefore also adopted in our discussion of justice in education as well
as the just participation of children from disadvantaged socio-econom-
ic and cultural backgrounds and children with behavioural, emotional
and learning difficulties. Three reasons explain why this approach is bet-
ter suited to our analysis. First, it is directly related to the need for people
to assume an active role, to be engaged and participate as a condition for
a just organisation of society. Fraser (2001) argues that a new field of so-
cial justice must be established whose need is made urgent by the grow-
ing differentiation of postmodern societies. There is a corresponding need
to recognise different group identities and differences of individual social
groups within their struggle for recognition. Participation is directly men-
tioned in the recognition approach in the principle of parity of partic-
ipation. This principle can be adopted for this article’s purpose, that is,
to assess whether participation in the Slovenian education system is just.
In general, this principle stipulates that: a) the distribution of material
assets enables the individual to be independent and have a voice; and b)
the institutional arrangement fosters different patterns of cultural value,
which ensures equal respect and equality of opportunity for all individu-
als (Fraser, 2001, p. 6).
Second, unlike the theories of distributive justice, the recogni-
tion approach does not overlook the questions of cultural aspects of in-
justices and hence the importance of politics of recognition. It takes one
evidence for different courses of action: the capacity for rational reflection is an essential
tool for this” (Brighouse, 2002, p. 184).
87
