Small, silent and (in)significant:  childhood as a minoritarian experience of education

Costa Carvalho, Magda

http://hdl.handle.net/10400.3/6755

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Authors

Costa Carvalho, Magda

Abstract(s)

It is possible to question and deconstruct the roots of some educational conceptions of childhood through approaches that ﬁnd different ways of thinking about children, childhood, and even to experience education. Philosophy has contributed to some of these approaches by deconstructing and reconstructing the Western dominant ideas of rationality and its uses in education. In this chapter, I will approach these critical movements through disruptive provocations grounded in three concepts: small, silent, and (in)signi ﬁ cant. These concepts are commonly associated with descriptive and normative images of childhood: what it is and is expected of children. By retaking these concepts, I will problematize the impact of Western rationality on the ways education has been thought and practiced.

Keywords

Philosophy Childhood Political Agency Voice

URI

http://hdl.handle.net/10400.3/6755

Citation

Costa Carvalho, M. (2023). "Small, silent and (in)significant: childhood as a minoritarian experience of education". In R. Rozzi et al. (eds.), Field Environmental Philosophy. Education for Biocultural Conservation, p. 339-357, Springer.