| Tittel: | The Caring Role of the School: A Discussion on the Relationship between Care, the Rights of the Child, and the School | | Ansvar: | Mona Martnes | | Forfatter: | Martnes, Mona  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2025 | | Omfang: | S. 110–132 | | ISBN/ISSN: | 9788215069517 | | Emneord: | Barn / Barnerett / Barnevern / Barns rettigheter / Skoler / Vitenskapelig publikasjon | | Note: | Open access - Creative Commons (CC BY 4.0) | | Innhold: | Abstract
Childhood is believed to be a phase of inevitable dependency on physical and emotional care. Care is a relational concept, connected to the role and relationship between children and their parents. However, most children spend considerable time at school, and their relationship with other children and the school staff can be of fundamental importance. This chapter discusses the school’s caring role and whether lack of care might be a problem for protection and fulfilment of children’s rights.
Keywords: care, relationship, rights, school, vulnerability, sårbarhet | | Del av verk: | Perspectives on children, rights, and vulnerability | | Forlagets omtale: |
This volume explores and challenges the concept of vulnerability in the way it is applied and discussed in relation to children from a northwestern European perspective. While the concept of vulnerability has been significantly explored in relation to childhood and children's rights, this volume adds a fresh lens by adding a predominantly legal perspective. The predominantly legal perspectives and the way many of the authors are taking their departure point from the work of Martha Fineman bring a new third dimension to the discussion of the concept of vulnerability. This interrogation of the concept of vulnerability is deployed in discussions that cover wide ranging issues relating to the environment, immigration, healthcare, education and climate change. Health is a focus of several chapters. While some of the chapters challenge the concept of vulnerability, others mainly work from more dominant interpretations of child vulnerability and some also bring in the perspective of the multidisciplinary field of childhood studies. The chapters represent a mixture of theoretical and empirical pieces. In the last chapter, some of the key threads running through the whole volume are brought together with some concluding reflections. The theoretical concepts and the questions raised by many of the chapters included in this volume have the potential to contribute to further thinking in this area.
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