Demokratiets idealer
– frihed, lighed og voksenhed
DOI:
https://doi.org/10.7146/fppu.v9i2.161012Nøgleord:
demokratisk dannelse, childisme, adultismeResumé
Resumé
Denne artikel handler om pædagogikkens demokratiske rolle. Der findes mange forskellige perspektiver på, hvad denne rolle indebærer, men en dominerende tendens er ideen om, at barnet skal forberedes til et demokratisk liv og blive til en demokratisk medborger. Pædagogikkens demokratiske rolle tænkes således i overvejende grad som det at fremme ”noget”, som barnet antages at mangle. Med afsæt i childisme viser artiklen, hvordan demokratibegrebet trækker på voksenhed som implicit ideal. Barnets ’stemme’, ’perspektiv’, ’kritiske tænkning’ m.m. bliver vanskelig at begribe og risikerer alt for let at blive overhørt og misforstået. Artiklen peger på et radikalt – og også demokratisk – potentiale i at forlade mangeltænkningen og skitserer afslutningsvis et bud på, hvordan demokratibegrebet og dermed også pædagogikkens rolle kan reformuleres på en mere børneinklusiv måde.
Abstract: The ideals of democracy: freedom, equality, and adulthood
This article explores the democratic role of education. There are many different perspectives on what this role entails, but a dominant tendency is the implicit assumption that the child must be prepared for democratic life and become a democratic citizen. The democratic role of education is thus largely conceived as promoting “something” the child is presumed to lack. Drawing on childism the article shows how adulthood functions as an implicit ideal underpinning the concept of democracy. The child’s ‘voice’, ‘perspective’, ‘critical thinking’, etc., become difficult to grasp and risk being ignored and misunderstood. The article points to a radical – and also democratic – potential in abandoning the deficit thinking, and concludes by outlining a proposal for how the concept of democracy, and thereby the role of education, can be reformulated in a more child-inclusive way.
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