Philosophy and the Poverty of Children and their Families

Brando, Nicolás; Schweiger, Gottfried

doi:10.1007/978-3-030-22452-3_1

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…All these discussions, as Brando and Schweiger ( 2019 : 5) note, are philosophically relevant in light of the moral questions arising from conditions of disadvantage and inequality. Normatively, ideal theories of justice, such as the prominent 1971 Theory of Justice by John Rawls , provide principled positions that can guide both the analysis of what constitutes disadvantage and ways to conceptualise it, as well as principles that can guide a fair distribution of resources.…”

Section: Political Theory and Political Imaginariesmentioning

confidence: 99%

Philosophical Reflections on Child Poverty and Education

2023

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The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education systems, institutions, and practices, often reflect and entrench the disadvantages associated with poverty. Narratives concerning education as an escape from poverty tend not to deal in any depth with the injustices associated with poverty, stressing instead the transformative potential of education. By contrast, largely sociological analyses of the ways in which schooling reproduces inequalities tend to stop short of developing a normative account of how education can contribute to transforming the structural injustices related to poverty and its effects on children’s lives. In working to move beyond this analytic impasse, the paper shows how the cluster of concepts, which Robeyns (2018) locates as central to the capability approach, give insights which help to address these two different lacunae. The notion of conversion factors highlights the significance of taking account of existing relationships in education, while the distinction between capabilities and functionings helps guide practices regarding the education of children living in poverty. Drawing on literature on the heightened inequalities associated with poor children’s experience of lack of schooling during the COVID pandemic, the paper sketches some of the ways in which sociological analysis and normative evaluation can be linked in taking forward an “ethically engaged political philosophy” (Wolff, 2018) to discuss child poverty and education in real schools.

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Section: Political Theory and Political Imaginariesmentioning

confidence: 99%

Philosophical Reflections on Child Poverty and Education

2023

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Section: Somatisation and Poverty In Adolescencementioning

confidence: 99%

“…Adolescents growing up in poverty face long-standing negative psychophysiological consequences [19,20], including psychiatric disorders [21] and stress-related somatic symptoms [22,23]. Poverty itself has been identified by researchers to be considered a significant adverse childhood experience reinforcing multiple stress-causing pathways and ultimately affecting health and well-being [24].…”

Section: Somatisation and Poverty In Adolescencementioning

confidence: 99%

Poverty, Somatisation Tendency and Potency in Low-Income Adolescent Groups of India and Israel: Explorations from the Field

Banerjee

Lev–Wiesel

2023

Children

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Poverty increases vulnerability towards somatisation and influences the sense of mastery and well-being. The present study on adolescents living in relative poverty in a high-income group country (Israel) and a low-middle-income group country (India) explored the nature of somatisation tendency (ST) and its relationship with potency and perception of poverty (PP). Potency, a buffer against stress-induced negative health effects, was hypothesized to be negatively related to ST and mediate the link between PP and ST. Purposive sampling was used to collect questionnaire-based data from community youth (12–16 years) of two metropolitan cities—Kolkata (India, N = 200) and Tel-Aviv f (Israel, N = 208). The nature of ST, PP and potency was analysed using descriptive and inferential statistics and correlation-regression statistics and mediation analysis were used to understand the relationship among them. A clinically significant level of ST was reported by both Indian and Israeli youth experiencing 5–7 somatic symptoms on average. Potency was found to be a significant predictor of ST in both countries (p < 0.05) and emerged as a significant mediator (p < 0.001) in the PP and ST relationship among Indian adolescents. The present study highlights potency as a protective buffer in economically vulnerable community adolescents and re-establishes a high prevalence of ST among them, irrespective of their country’s global economic position.

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Kinderarmut

Schweiger

2023

Kindheit – Bildung – Erziehung. Philosophische Perspektiven

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Philosophy and the Poverty of Children and their Families

Cited by 5 publications

References 23 publications

Philosophical Reflections on Child Poverty and Education

Philosophical Reflections on Child Poverty and Education

Poverty, Somatisation Tendency and Potency in Low-Income Adolescent Groups of India and Israel: Explorations from the Field

Kinderarmut

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