From Königsberg to Little Rock: Hannah Arendt and the Concept of Childhood

Weissberg, Liliane

doi:10.1515/9783110258684.80

Cited by 2 publications

(1 citation statement)

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“…In opposition to Arendt's portrayal of the nine as vulnerable, Gines highlights Counts’ courage, fearlessness and dignity as she walked to Harding High, implying that the Black children integrating at Central High had a similar experience. Finally, while not explicitly criticising Arendt's position, Weissberg (2012) likewise takes issue with Arendt's characterisation of the Little Rock Nine as ‘children’, pointing out that Arendt did not recognise Elizabeth Eckford (one of the nine) ‘as a young woman or a high school girl’ (p. 92).…”

Section: The Vulnerable Childmentioning

confidence: 99%

Schools as social spaces: Towards an Arendtian consideration of multicultural education

Azada-Palacios

2021

Journal of Philosophy of Education

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Hannah Arendt has been criticised for the sharp distinction she drew between the social and political realms, and her application of this distinction to schools. In this paper, I demonstrate that this distinction can be interpreted as a heuristic that Arendt developed to address a tension that she had encountered in her attempt to understand childhood. She understood schools to be spaces that could prepare children for citizenship. However, she also recognised that attempts to prepare children for citizenship threatened two characteristics of childhood: their vulnerability and their natality. Arendt's heuristic can be fruitful for addressing dilemmas in citizenship education in ethnoculturally plural contexts.

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Section: The Vulnerable Childmentioning

confidence: 99%