Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-30T16:05:51.298Z Has data issue: false hasContentIssue false

21 - Children’s Rights and Democratic Education

from Part Three - Key Topics and Concepts

Published online by Cambridge University Press:  20 April 2023

By
Colin M. Macleod
Edited by
Julian Culp ,
Johannes Drerup  and
Douglas Yacek
Julian Culp
Affiliation:
The American University of Paris, France
Johannes Drerup
Affiliation:
Universität Dortmund
Douglas Yacek
Affiliation:
Universität Dortmund
Get access

Summary

This chapter reviews contemporary discussions in political philosophy and educational theory about the character of children’s rights and their importance to debates about the character of democratic education. It focuses on five areas in which there is contestation about the interpretation and implications of children’s rights: (i) issues about the appropriate content of democratic education; (ii) issues about children’s rights of access to education and the degree to which educational inequalities are acceptable; (ii) issues about the kind of control parents should exercise over the kind of education children receive; (iv) issues about the degree to which schools are themselves sites of democratic activity; and (v) issues about how educational institutions should be designed or reformed in order respect the educational rights of children.

Keywords

autonomychildren’s rightscivic virtuedemocracyequalityjusticepluralismschoolstoleration
Type
Chapter
Information
The Cambridge Handbook of Democratic Education , pp. 346 - 360
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, E. (2007). Fair opportunity in education: A democratic equality perspective. Ethics, 117, 595–622.CrossRefGoogle Scholar
Anderson, E. (2010). The imperative of integration. Princeton, NJ: Princeton University Press.Google Scholar
Brighouse, H., & Swift, A. (2009). Educational equality versus educational adequacy: A critique of Anderson and Satz. Journal of Applied Philosophy, 26(2), 117–28.Google Scholar
Callan, E. (1997). Creating citizens: Political education and liberal democracy. Oxford: Oxford University Press.Google Scholar
Clayton, M. (2006). Justice and legitimacy in upbringing. Oxford: Oxford University Press.CrossRefGoogle Scholar
Dwyer, J., & Peters, S. (2019). Homeschooling: The history and philosophy of a controversial practice. Chicago, IL: University of Chicago Press.Google Scholar
Forst, R. (2013). Toleration in conflict. Past and present. Trans. by C. Cronin, Cambridge: Cambridge University Press.Google Scholar
Galston, W. (1991). Liberal purposes: Goods, virtues, and diversity in the liberal state. Cambridge: Cambridge University Press.Google Scholar
Griffin, J. (2002). Do children have rights?. In Archard, D. & Macleod, C., eds., The moral and political status of children. Oxford: Oxford University Press, pp. 19–30.CrossRefGoogle Scholar
Gutmann, A. (1999). Democratic education: Revised edition. Princeton, NJ: Princeton University Press.CrossRefGoogle Scholar
Hess, D., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. New York: Routledge.CrossRefGoogle Scholar
Kymlicka, W. (2002). Contemporary political philosophy: An introduction. Oxford: Oxford University Press.Google Scholar
Laborde, C. (2008). Critical republicanism. Oxford: Oxford University Press.Google Scholar
Ladenson, R. (2003). Inclusion and justice in special education. In Curren, R., ed., A companion to the philosophy of education. Oxford: Blackwell Publishing, pp. 525–39.Google Scholar
Levinson, M. (1999). The demands of liberal education. Oxford: Oxford University Press.Google Scholar
Levinson, M., & Reid, E. (2019). Polarization, partisanship, and civic education. In Macleod, C. & Tappolet, C., eds., Philosophical perspectives on moral and civic education: Shaping citizens and their schools. New York: Routledge, pp. 86–112.CrossRefGoogle Scholar
Macedo, S. (2000). Diversity and distrust: Civic education in a multicultural society. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Macleod, C. (1997). Conceptions of parental autonomy. Politics and Society, 25(1), 117–40.Google Scholar
Macleod, C. (2010). Toleration, children and education. Educational Philosophy and Theory, 42(1), 9–21.Google Scholar
Macleod, C. (2012). Justice, educational equality and sufficiency. In Macleod, C., ed., Justice and Equality. Calgary: University of Calgary Press, pp. 151–75.Google Scholar
Macleod, C. (2015). Freedom as non-domination and educational justice. Critical Review of International Social and Political Philosophy, 18(4), 456–69.Google Scholar
Macleod, C. (2018). Are children’s rights important? In Brake, E. & Ferguson, L., eds., Philosophical foundations of children’s and family law. Oxford: Oxford University Press, pp. 191–208.Google Scholar
Maxwell, B., & Tanchuk, N. (2019). School councils as seedbeds of civic virtue? Liberal citizenship theory in dialogue with educational research. In Macleod, C. & Tappolet, C., eds., Philosophical perspectives on moral and civic education: Shaping citizens and their schools. London: Routledge, pp. 113–34.Google Scholar
Merry, M. (2013). Equality, citizenship, and segregation: A defense of separation. New York: Palgrave Macmillan.Google Scholar
Oldfield, A. (1990). Citizenship and community: Civic republicanism and the modern world. London: Routledge.Google Scholar
Pettit, P. (1997). Republicanism: A theory of freedom and government. Oxford: Oxford University Press.Google Scholar
Rawls, J. (1996). Political liberalism. New York: Columbia University Press.Google Scholar
Rawls, J. (2001). Justice as fairness: A restatement. Cambridge MA: Harvard University Press.CrossRefGoogle Scholar
Satz, D. (2007). Equality, adequacy and education for citizenship. Ethics, 117, 623–48.CrossRefGoogle Scholar
Skinner, Q. (1998). Liberty before liberalism. Cambridge: Cambridge University Press.Google Scholar
Swift, A. (2003.) How not to be a hypocrite: School choice for the morally perplexed. London: Routledge.Google Scholar
Truth and Reconciliation Commission of Canada (2015). Truth & reconciliation: Calls to action. Manitoba: University of Manitoba.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×