Barndomspedagogikk?

Overview & Synopsis

This book is addressed to those concerned with children and the conditions of childhood — in the broadest sense. In the wake of the past 15–20 years of political zeal for action, with a focus on prevention and early intervention, it can be argued that pedagogy is losing both its footing and self-awareness. As childhood has become institutionalized, so too has pedagogy as a discipline. Rather than safeguarding the intrinsic value of children and childhood within institutions, pedagogy itself has become confined by the institutional framework. There is a growing risk that pedagogy may come to be seen as an unreflective tool for political initiatives and market-defined needs. This calls for action. Children and childhood place an ethical responsibility on all of us — especially on educators. As a discipline, pedagogy cannot evade this responsibility. The book contains two essays in which the authors seek to renegotiate pedagogy’s self-understanding by exploring and discussing the problem of intrinsic value.