Philosophical Reflections on Child Poverty and Education
Philosophical Reflections on Child Poverty and Education
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DOI：
10.1007/s11217-022-09865-1
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发表时间：
2023-01-12
影响因子：
1
通讯作者：
Suissa, Judith
中科院分区：
文献类型：
--
作者：
Terzi, Lorella;Unterhalter, Elaine;Suissa, Judith
新型冠状病毒肺炎（COVID 19，即2019冠状病毒病）对生活在贫困中的儿童的有害影响，使人们重新关注儿童贫困的复杂性质及其与教育关系的棘手问题。这篇论文探讨了许多关于儿童贫困和教育的讨论的核心问题。一方面，教育往往被认为是儿童成长的关键，是儿童“摆脱”贫困的手段;但另一方面，教育制度、机构和做法往往反映并巩固了与贫困有关的不利条件。关于教育是摆脱贫穷的途径的说法往往不深入探讨与贫穷有关的不公正现象，而是强调教育的变革潜力。相比之下，对学校教育造成不平等的方式进行的主要是社会学分析，往往没有对教育如何有助于改变与贫困有关的结构性不公正及其对儿童生活的影响作出规范性说明。在努力摆脱这种分析僵局的过程中，本文展示了Robeyns（2018）定位为能力方法核心的概念集群如何提供有助于解决这两个不同缺陷的见解。转换因素的概念突出了考虑到教育中现有关系的重要性，而能力和功能之间的区别有助于指导有关生活贫困儿童教育的做法。本文借鉴了与新冠肺炎大流行期间贫困儿童缺乏学校教育的经历相关的加剧不平等的文献，概述了社会学分析和规范性评估在推进“道德参与的政治哲学”（Wolff，2018）中可以联系起来的一些方法，以讨论儿童贫困和真实的学校教育。
The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education systems, institutions, and practices, often reflect and entrench the disadvantages associated with poverty. Narratives concerning education as an escape from poverty tend not to deal in any depth with the injustices associated with poverty, stressing instead the transformative potential of education. By contrast, largely sociological analyses of the ways in which schooling reproduces inequalities tend to stop short of developing a normative account of how education can contribute to transforming the structural injustices related to poverty and its effects on children’s lives. In working to move beyond this analytic impasse, the paper shows how the cluster of concepts, which Robeyns (2018) locates as central to the capability approach, give insights which help to address these two different lacunae. The notion of conversion factors highlights the significance of taking account of existing relationships in education, while the distinction between capabilities and functionings helps guide practices regarding the education of children living in poverty. Drawing on literature on the heightened inequalities associated with poor children’s experience of lack of schooling during the COVID pandemic, the paper sketches some of the ways in which sociological analysis and normative evaluation can be linked in taking forward an “ethically engaged political philosophy” (Wolff, 2018) to discuss child poverty and education in real schools.
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影响因子：
3.3
作者：
Adamson, Laela
通讯作者：
Adamson, Laela
DOI：
10.1080/19452829.2017.1395396
发表时间：
2018-01-01
影响因子：
1.5
作者：
Burchardt, Tania;Hick, Rod
通讯作者：
Hick, Rod
影响因子：
3.9
作者：
Bowles, S;Gintis, H
通讯作者：
Gintis, H
影响因子：
2.3
作者：
Cortes-Morales, Susana;Holt, Louise;Tebet, Gabriela
通讯作者：
Tebet, Gabriela
影响因子：
8.1
作者：
Azevedo, Joao Pedro;Hasan, Amer;Iqbal, Syedah Aroob
通讯作者：
Iqbal, Syedah Aroob