Children, Generational Relations and Intergenerational Justice
Children, Generational Relations and Intergenerational Justice
复制标题
儿童、代际关系和代际正义
DOI：
10.1007/978-0-230-27468-6_13
复制
发表时间：
2009
期刊：
影响因子：
1.9
通讯作者：
T. Olk
中科院分区：
文献类型：
--
作者：
T. Olk
社会不平等研究通常使用阶级、性别和种族等社会特征来描述社会资源等级分配系统中类似的社会地位。例如，将儿童归类为家庭的受抚养成员已获得广泛共识。与此相反，把年龄或世代作为社会不平等的构成特征的做法则不太常见。这意味着基于社会特征的研究将儿童视为由成人（父母）和儿童组成的集体单位的一部分，而不是作为自主的社会资源（例如，收入）。因此，从代际角度分析儿童在资源分配不平等制度中的地位的研究仍然很少。在过去的几十年里，在“新的儿童社会研究”的标签下（Qvortrup等人，1994年），在儿童研究领域发展了一种宏观社会学方法。根据这种方法，特定社会中的所有儿童都是童年世代单位的一部分，因此与成年和老年等其他世代单位相关，可以系统地将他们与这些单位区分开来。作为童年世代单位的成员，他们与所有其他儿童有一些共同之处，除了不同的儿童群体-例如，男孩和女孩、来自农村和城市地区的儿童、具有不同社会背景的儿童等等-可能面临不同的生活条件。
Usually research on social inequality uses social characteristics like class, gender and ethnicity to characterize similar social positions within a hierarchical distribution system of societal resources. For example, categorizing children as dependent members of family households has enjoyed widespread consensus. In contrast, it is less common to take age or generation as a constituting characteristic of social inequality. This means that social-characteristic-based research conceives of children as part of a collective unit which comprises adults (parents) and children, and not as autonomous claims makers themselves with respect to societal resources (e.g., income). Consequently, research which analyses the position of children in the system of unequal distribution of resources from a generational perspective is still quite rare. Over the past few decades, under the label of ‘new social studies of childhood’ (Qvortrup et al., 1994), a macrosociological approach has been developed in the field of childhood research. According to this approach all children in a given society are part of the generational unit of childhood, and thus related to other generational units, like adulthood and old age, from which they can be systematically differentiated. As members of the generational unit of childhood they have something in common with all other children besides the fact that different groups of children — for example, boys and girls, children from rural and urban regions, children with different social backgrounds, and so on — may be exposed to different living conditions.