Children and Politics

En Mendoza, hacia 1883, El Instructor Popular publica en la sección Noticias la creación de la “policía escolar”. El entramado periodístico permite anudar ciertos espacios y ciertas prácticas que oficiarían de parturientas para ese “vigilante secreto” que se configuraba como uno de los pilares del Sistema Educativo emergente. El inspector que alude a las figuras del vigilante y el policía, visibiliza las del político y dirigente, e ilusiona en el consejero y auditor, formador e informador, abre un espacio de engendramiento (...) tendiente a generar posibilidades materiales de inclusión de la diversidad en el sistema educativo desde una praxis gestada como “investigación educativa”. (shrink)

Setting forth from some of Foucault's theoretical and methodological premises, this paper aims at problematizing the contemporary discursive automatisms imposed on childhood, which endow it with an aura of bliss and consecrate it with the role of sowing all things, while, at the same time, they apply to it the taint of incontinence, corruption and subservience, thus attempting against its errancy, originality and therefore its generativity. The procedure adopted is an unlikely interweaving of multiple vocalizations about childhood. In a Barthesian (...) style, we chose an ensemble of discontinuous fragments of classical theoretical texts, journalistic accounts and literary works; all interspersed either by slogans fond to what is commonly called the industrial culture or by striking passages of popular songs. Together, such fragments finally compose a brief and unusual compendium of things actually said not only on childhood, but also for it, if not on its behalf. The strategy of textual composition carried out is that of the bricolage of such shared, ordinary childhood statements, aiming at shuffling the authorial sources. In other words, what interests us is a sort of distorted, hyperbolic, even monstrous repetition of certain discursive fulgurations about the world and the life of children, beyond or beneath the borders of their original enunciative territory. Moreover, it’s about rubbing such statements and, perhaps, making them short-circuit and, ultimately, raving them, in order to reverberate not only the movement of repetition present in them, but also their fissures, their blind or shaky spots; exhaustion spots; turning points, perhaps. We should also clarify that we do not intend either to describe, or to interpret the discursive contents that mark the childhood drumbeat routine; we only intend to bring out, once again, the circular and reiterative ingenuity which animates them. In doing so, we shall stoke their operating nerves and ridges, temporarily displacing the statements of their totalizing pretensions. Subjected to a forceful displacement of their enunciative jurisdiction, when caught in their arbitrariness, boastfulness and, ultimately, in their vulnerability, these statements perhaps start acting like circus mirrors which don’t reflect, don’t represent, don’t aim at being the herald of truth, but rather caricature the image of whomever stands in front of them in search of a revelation. This procedure is justified not by the resort to an allegedly unorthodox, fancy or clandestine method in relation to the protocols of "good manners" in expression, but by the invocation of an intemperate, eager manner of critical addressing to the robust and even crackly performativity of the type of experience handed down to childhood – taken this performativity not only as an automatic effect of a relentless dispositif, but precisely as a "focus of experience", according to Foucault’s concept of this term. (shrink)

The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...) appeared in abridged form in the Asia-Pacific Philosophy Education Network for Democracy (APPEND) Philosophy Series, Volume 4: Philosophy, Democracy and Education, edited by Philip Cam. It was once again revised, but also expanded, and appeared in Chapter 5 of Ethics and the community of inquiry: Education for deliberative democracy, a collaborative authorship with Terri Field and Mark Freakley (2006). Some sections have been further revised and appear in other publications (Burgh 2009, 2010; Burgh & Yorshansky 2011). These revisions would suggest that my thoughts on these matters are constantly changing. To some degree this is true, but each time the changes have built on previous ideas rather than new ideas replacing old ones. I welcomed the invitation to revise the original paper, which includes sections not included in later versions. However, with almost 11 years passing since the original publication, I found myself deleting sections and replacing others. Subsequently, this paper is a culmination of all the revisions and incorporates ideas from each. (shrink)

Reprinted with permission and previously published in: Farhang: Quarterly Journal of the Institute for Humanities and Cultural Studies (Tehran, Iran), 22(69), pp. 117-138. -/- One of the aims of this paper is to explore the relationship between democracy and epistemology. This inevitably raises questions about the purpose and aims of education consistent with conceptions of democracy. These ultimately rest on the practical applicability and outcomes of competing visions of democracy without appeal to pre-political or prior goods, nor to certain knowledge (...) about justice or right; that is, to the dominant liberal discourse of citizenship that has become indistinguishable from the citizenship implicit in official policy documents. I argue in favour of a notion of citizenship conceived of in terms of learning processes that have a developmental and transformative impact on the learning subject, and an educational model that is more attuned to the procedural concerns of deliberative democracy than civics and citizenship education which tend to be underpinned by preconceptions of liberal citizenship, values and democracy. (shrink)

It has been asserted in the UN Convention on the Rights of the Child that children’s voices should have a place in society and that their views and opinions should be taken into account by policy makers and those others in authority. This paper suggests that children need to be empowered and enabled to become active, participative, political agents within society. Within certain countries – in this instance, those constituting Great Britain – Education for Citizenship is on the Governmental agenda. (...) In order for children to be educated for citizenship, it is argued that they are treated as citizens not in the future, but citizens in the present. Additionally, to further enable younger members of society to partake in the role of citizen it is here suggested that the practice of Community of Philosophical Inquiry be utilised to promote the necessary skills for full participation. (shrink)

Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which implies that (...) a market in education is acceptable only if it is right to hold children disadvantaged by their parents' poor market choices substantively responsible for the fact. Since that claim is untenable, the market‐based argument for school choice not only fails, but also turns out to rely on principles which in fact condemn the very policy it was supposed to support. (shrink)

Abstract This article examines the Kibbutz children's society as an ideal and as it is in reality. Following an account of the vision and theory of the children's society four case studies are reported. Two are historical: the local children's society founded in Kibbutz Ein Harod in 1924; and the attempt by Zisling of Ein Harod to found a national children's society on the basis of local models. The other two are contemporary and relate to studies in the early 1990s (...) at the integrative Anne Frank Haven at Kibbutz Sasa, and at the computerised greenhouse at the Mevo'ot Evon, the educational institution at Kibbutz Ein Shemer. The conclusion indicates how the children's society can be used as a model elsewhere. (shrink)

Sociology has long recognized the centrality of the body in the reciprocal construction of individuals and society, and recent research has explored the influence of a variety of social institutions on the body. Significant research has established the influence of social class, child-rearing practices, and variable language forms in families and children. Less well understood is the influence of children's social class status on their gestures, comportment, and other bodily techniques. In this essay Sue Ellen Henry brings these two areas (...) of study together to explore how working-class children's bodies are shaped by the child-rearing practices associated with their social class status, and the potential effects these bodily techniques have on their experience in schools. (shrink)

A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...) of them with the help of narratival tools that explain the children’s philosophical moves. (shrink)

Education moves in the space of distance between those who are coming into the world and the world that they arrive. Since Modern Age, this distance formed by the opposing subject and object, has tended to be an impassable abyss. In this way, the world unfolds in two: the world whose image under investigation in the field of Education is the blackboard, and the world of everyday life. In front of the blackboard the student is installed, constituted as a subject, (...) which should curtail the reality until it fits with the security and accuracy of mathematical world-object-blackboard. The world of ordinary life is there and education does not know what to deal with it, and have it for non-existent. The reality held by non-existent prevents people’s existential integration. But there’s another kind of Educations that integrates and includes subjective and objective world and needs the courage to accept and even demand the new perspectives of those who are coming to build a more complete and always risky world. (shrink)

Settler colonialism is structured in part according to the principle of civilizational progress yet the roots of this doctrine are not well understood. Disparate ideas of progress and practices related to colonial dispossession and domination can be traced back to the Enlightenment, and as far back as ancient Greece, but there remain unexplored logics and continuities. I argue that civilizational progress and settler colonialism are structured according to the opposition between politics governed by reason or faith and the figure of (...) the child as sinful or bestial. Thus, it is not contingent, but rather necessary that justificatory frameworks of European empire and colonialism depict Indigenous peoples as children. To illustrate how the theoretical link between Indigenous peoples and children emerges not as a simple analogy, but rather, as the source of the premodern/modern and savage/civilized binaries, I trace the various historical iterations of the political/childhood opposition through the classical, medieval, enlightenment, and modern eras. I show how the model of civilizational progress from a premodern and savage state of childhood continues to serve as the model for settler colonial exclusion and domination of Indigenous peoples. (shrink)