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- W2226972244 abstract "Knowledges of and new perspectives about children and childhood have expanded in recent years. Yet while there has been an emancipatory element in this expansion (e.g. childrens rights, pupil voice), this has been overshadowed by the application of new knowledges and techniques (human technologies) to increase the governing of children, most obviously in education and schools, a reminder that (in Foucaults words) everything is dangerous. This is connected to the rise of a highly instrumental and technical politico-economic regime of neoliberalism, in which the social and political has collapsed into the economic, children are constructed as human capital and positivistic social science makes increasingly strident truth claims. I will argue the urgent need for constructing a critical, political and democratic approach to the relationship between childhood, education and society, to include the application of new knowledges and the role of scientists who produce them. I will further argue the urgency of building this framework as we move into an era of multiple crises, which will call for transformative changes if our species is to survive and our societies are to be renewed as places for individual and collective flourishing." @default.
- W2226972244 created "2016-06-24" @default.
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- W2226972244 date "2016-01-06" @default.
- W2226972244 modified "2023-09-27" @default.
- W2226972244 title "Childhood, education and society at a time of deepening multiple crises" @default.
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