Silent Epistemologies Theorising Children's Participation Rights
Silent Epistemologies Theorising Children's Participation Rights
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沉默的认识论理论化儿童的参与权
DOI：
10.1163/15718182-30040003
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Hanna A
中科院分区：
文献类型：
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作者：
Hanna A
本文以米兰达弗里克的认知不公正为基础，提出了儿童参与权的概念化。本文以英国一所中学的研究为基础，运用弗里克的框架，特别是她的证词和诠释不公正的概念，解释了成年人对儿童参与权感到不安的一些原因。弗里克的证词不公正的概念解释了对一个社会群体的偏见如何导致他们的观点和意见的可信度降低。当一个社会群体由于集体社会想象中的解释资源不足而努力理解他们的社会经验时，就会发生解释学上的不公正。通过将这些概念应用于儿童，我强调了沉默在概念化儿童被倾听权和表达自由方面的作用。我提出了一个参与的概念框架，知情的认识不公正和实证研究的基础上，以支持儿童的参与权。
This article presents a conceptualisation of children’s participation rights based on Miranda Fricker’s epistemic injustice. Drawing on research conducted in a secondary school in the UK, the article applies Fricker’s framework, in particular her concepts of testimonial and hermeneutical injustice, to explain some of the reasons for adults’ disquiet around children’s participation rights. Fricker’s concept of testimonial injustice explains how prejudice about a social group results in deflated attributions of credibility to their views and opinions. Hermeneutical injustice occurs when a social group struggles to make sense of their social experiences because of insufficient interpretive resources in the collective social imagination. By applying these concepts to children, I highlight the role of silence in conceptualising children’s right to be heard and to freedom of expression. I present a conceptual framework of participation, informed by epistemic injustice and based on empirical research, in order to bolster children’s participation rights.