From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education

Research output: Contribution to journalArticle

Abstract

This article discusses the function of trust as a medium of communication specialised in creating the conditions for the acceptance of educational communication, therefore in creating the conditions for the education system to fulfil its societal function. The specific contribution offered by the article is to introduce a form of trust, trust based on categorical inequalities, arguing for its pivotal role in structuring educational communication. However, the article also discusses that, to fulfil its function, that is, to generate stability and allow expectations to be constructed, trust based on categorical inequalities legitimizes self-fulfilling prophecies of academic achievements and failures. The side effects of trust based on categorical inequalities are all related to dis-trust: marginalisation, disempowerment, exclusion of some children. Based on the argument developed, the article concludes by inviting reflection on possible, more inclusive, forms of trust that are based on the replacement of the pupil, the self-reassuring as well as daunting persona generated by the semantics of education, with the child, as the internal reference of the education system.
Original languageEnglish
Pages (from-to)246-264
Number of pages19
JournalItalian Journal of Sociology of Education
Volume11
Issue number3
DOIs
Publication statusPublished - 23 Oct 2019

Fingerprint

pupil
education system
specialized communication
self-fulfilling prophecy
education
communication
academic achievement
exclusion
acceptance
semantics

Keywords

  • Agency
  • Empowerment
  • Marginalization
  • Trust
  • Unintended consequences

Cite this

@article{5945fd717c174099a55957b5f5c21bb0,
title = "From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education",
abstract = "This article discusses the function of trust as a medium of communication specialised in creating the conditions for the acceptance of educational communication, therefore in creating the conditions for the education system to fulfil its societal function. The specific contribution offered by the article is to introduce a form of trust, trust based on categorical inequalities, arguing for its pivotal role in structuring educational communication. However, the article also discusses that, to fulfil its function, that is, to generate stability and allow expectations to be constructed, trust based on categorical inequalities legitimizes self-fulfilling prophecies of academic achievements and failures. The side effects of trust based on categorical inequalities are all related to dis-trust: marginalisation, disempowerment, exclusion of some children. Based on the argument developed, the article concludes by inviting reflection on possible, more inclusive, forms of trust that are based on the replacement of the pupil, the self-reassuring as well as daunting persona generated by the semantics of education, with the child, as the internal reference of the education system.",
keywords = "Agency, Empowerment, Marginalization, Trust, Unintended consequences",
author = "Federico Farini",
year = "2019",
month = "10",
day = "23",
doi = "10.14658/pupj-ijse-2019-3-14",
language = "English",
volume = "11",
pages = "246--264",
journal = "Italian Journal of Sociology of Education",
issn = "2035-4983",
publisher = "Padova University Press",
number = "3",

}

TY - JOUR

T1 - From the Child to the Pupil to the Child. Trust Based on Categorical Inequalities and the Quest for Alternatives Towards a More Inclusive Education

AU - Farini, Federico

PY - 2019/10/23

Y1 - 2019/10/23

N2 - This article discusses the function of trust as a medium of communication specialised in creating the conditions for the acceptance of educational communication, therefore in creating the conditions for the education system to fulfil its societal function. The specific contribution offered by the article is to introduce a form of trust, trust based on categorical inequalities, arguing for its pivotal role in structuring educational communication. However, the article also discusses that, to fulfil its function, that is, to generate stability and allow expectations to be constructed, trust based on categorical inequalities legitimizes self-fulfilling prophecies of academic achievements and failures. The side effects of trust based on categorical inequalities are all related to dis-trust: marginalisation, disempowerment, exclusion of some children. Based on the argument developed, the article concludes by inviting reflection on possible, more inclusive, forms of trust that are based on the replacement of the pupil, the self-reassuring as well as daunting persona generated by the semantics of education, with the child, as the internal reference of the education system.

AB - This article discusses the function of trust as a medium of communication specialised in creating the conditions for the acceptance of educational communication, therefore in creating the conditions for the education system to fulfil its societal function. The specific contribution offered by the article is to introduce a form of trust, trust based on categorical inequalities, arguing for its pivotal role in structuring educational communication. However, the article also discusses that, to fulfil its function, that is, to generate stability and allow expectations to be constructed, trust based on categorical inequalities legitimizes self-fulfilling prophecies of academic achievements and failures. The side effects of trust based on categorical inequalities are all related to dis-trust: marginalisation, disempowerment, exclusion of some children. Based on the argument developed, the article concludes by inviting reflection on possible, more inclusive, forms of trust that are based on the replacement of the pupil, the self-reassuring as well as daunting persona generated by the semantics of education, with the child, as the internal reference of the education system.

KW - Agency

KW - Empowerment

KW - Marginalization

KW - Trust

KW - Unintended consequences

UR - http://www.mendeley.com/research/child-pupil-child-trust-based-categorical-inequalities-quest-alternatives-towards-more-inclusive-edu

U2 - 10.14658/pupj-ijse-2019-3-14

DO - 10.14658/pupj-ijse-2019-3-14

M3 - Article

VL - 11

SP - 246

EP - 264

JO - Italian Journal of Sociology of Education

JF - Italian Journal of Sociology of Education

SN - 2035-4983

IS - 3

ER -