Autonomous Children, Privileging Negotiation, and New Limits to Freedom

Autor/in	Vandenbroeck, Michel
Titel	Autonomous Children, Privileging Negotiation, and New Limits to Freedom
Quelle	In: International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, 7 (2006) 1, S.71-80 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3534
Schlagwörter	Social Problems; Childrens Rights; Foreign Countries; Models; Action Research; Parent Responsibility; Child Welfare; Parent Child Relationship; Personal Autonomy; Mothers; Child Care; History; Intervention; Early Childhood Education; Belgium; Netherlands; Senegal; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; 'Children''s rights'; Kindesrecht; Ausland; Analogiemodell; Projektforschung; Kindeswohl; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individuelle Autonomie; Mother; Mutter; Kinderfürsorge; Kinderbetreuung; Geschichte; Geschichtsdarstellung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Belgien; Niederlande; Schweden; Großbritannien; USA
Abstract	In this article, the author presents a genealogical analysis of the shifts (and continuities) in discourse during recent decades toward a "new sociology of childhood". He illustrates first historically (in Belgium and internationally) how the construction of the child at risk has been interconnected with the notion of the mother as responsible for both her child and the conditions of society overall. Societal and/or social phenomenon are first transformed into educational problems, then further reified onto the backs of children (and women) by identifying them (the children) as objects who require intervention because of "inadequate" mothering. Contemporarily, societal issues are reified in discursive regimes that have focused on children's rights and included notions like the "Autonomous Child" with whom parents and teachers are to develop a culture of negotiation. As with previous constructions, the author believes that current constructions of the child mirror constructions of parenthood. Most of the people would not disagree with the need to recognize autonomy and that children deserve emancipatory pedagogies in which their voices are "heard." (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10