Contents	6
	Contributors	8
	Introduction to Justice, Education, and the Politics of Childhood: Challenges and Perspectives	10
	References	21
	Part I: Children and Childhood: Autonomy, Well-­Being and Paternalism	24
	Chapter 1: Constructing Children’s Rights	25
	Introduction	25
	Agency, Rights and Children: Puzzles	30
	Juvenile Agency	33
	Rights and Juvenile Agency	35
	Conclusion	37
	References	38
	Chapter 2: Future-Oriented Paternalism and the Intrinsic Goods of Childhood	39
	Introduction	39
	Future-Oriented Paternalism	40
	Conceptions of Childhood	42
	The Instrumental Conception of Childhood	42
	Escape from the Predicament	45
	The Intrinsic Goods of Childhood	46
	Future-Oriented Paternalism Revisited	50
	Conclusion	54
	References	54
	Chapter 3: Who Gets to Decide? Children’s Competence, Parental Authority, and Informed Consent	56
	Introduction	57
	Competence and Children	58
	Two Examples	59
	Moral Dilemmas	61
	Competence and Reasonableness	63
	Making Children Competent: Lowering the Threshold	63
	Helping Children Become Competent: Joint-Decision Making	65
	Conclusions	66
	References	67
	Chapter 4: Capacity, Consistency and the Young	69
	Introduction	69
	Normative Framework	70
	Limitations Placed on Young People	72
	Political	73
	Medical	73
	Criminal	74
	The Capacity Standard	75
	The Composition of Capacity	77
	Knowledge: Expected Consequences	78
	Knowledge: Complexity of Information	78
	Understanding	79
	Importance: Personal	80
	Importance: Social	80
	Explaining the Inconsistencies	81
	Conclusion	82
	References	83
	Chapter 5: Eating Disorders in Minors and the Role of the Media. An Ethical Investigation	85
	Introduction	85
	Eating Disorders in the Ethical and Philosophical Literature	86
	The Complexity of Eating Disorders	87
	Definition of Eating Disorders	87
	The Epidemiology of Eating Disorders	89
	The Etiology and Risk Factors of Eating Disorders	90
	The Role of the Media on Eating Disorders and Related Phenomena	91
	An Ethical Perspective on the Different Interests at Stake	97
	Responsibilities and Justice	99
	Conclusion and Policy Measures	102
	References	103
	Part II: Justice for Children	107
	Chapter 6: Equality of What for Children	108
	Introduction	108
	Equality of Resources	110
	Equality of Opportunity for Welfare	114
	Equal Access to Advantage	115
	The Agency Assumption, Primary Goods and Capabilities	117
	References	119
	Chapter 7: Social Policy and Justice for Children	120
	Introduction	120
	Social Policy, Justice and the Well-Being of Children	121
	The Injustice of Child Poverty	126
	Social Policy and the Limits of Justice	129
	References	131
	Chapter 8: The Politics of the Level Playing Field. Equality of Opportunity and Educational Justice	134
	Introduction	134
	Educational Equality and/or Educational Adequacy	135
	Equality of Opportunity: Standard Criticisms	137
	Responsibility-Sensitive Egalitarianism, Perfectionist Autonomy and the Justification of Education	142
	Equality of Educational Opportunity and the Justification of Education	142
	Autonomy and Responsibility in Educational Interaction Orders	144
	Responsibility-Sensitive Egalitarianism and Perfectionist Liberalism	148
	Conclusion	152
	References	153
	Chapter 9: Child Psychological Abuse, Public Health and Social Justice: The Cinderella Law Debate	156
	The Visibility of Child Emotional Abuse: The Cinderella Law Project	156
	Some Open Questions on Child Psychological Abuse	160
	The State’s Responsibilities: Social Justice and Public Health	164
	Child Psychological Abuse and Justice: A Question of Public Health?	166
	Conclusion	169
	References	170
	Chapter 10: Epistemic Injustice and Children’s Well-Being	173
	Introduction	173
	From a Justice of the Offender to a Sense of Injustice	176
	Sensing Injustice	178
	Children’s Well-Being, Injustice and Trust	180
	Epistemic Injustice	183
	References	187
	Part III: The Politics of Childhood	189
	Chapter 11: Keeping Their Kids: Cultural Minorities and the Lives of Children	190
	Introduction	190
	Children and Multiculturalism	191
	The Primary Interest in Continued Existence	193
	Individual Permanence and Self-Understanding	194
	Into the Future	195
	Into the Past	197
	The Secondary Interest in Child-Members	199
	Objections	200
	Conclusion	201
	References	201
	Chapter 12: Civic Education: Political or Comprehensive?	203
	Introduction	203
	Political Versus Comprehensive Approaches to Civic Education	205
	The Criteria for Reasonableness	208
	Cultivating Reasonableness in Political Liberal Civic Education	210
	Inclusive Reasonableness in Civic Education: Cultivating the Respect Criterion	210
	Inclusive Reasonableness and Civic Education: Teaching the Burdens of Judgment	213
	Restrictive Reasonableness and Civic Education: The Legitimacy Criterion	216
	Conclusion	220
	References	221
	Chapter 13: “I Can’t Tell You Exactly Who I am …”: The Creation of Childhood and Adulthood in F. Scott Fitzgerald’s Short Story The Curious Case of Benjamin Button	223
	The Commonality of Differentiating ‘Childhood’ and ‘Adulthood’	223
	Setting the Course: Preliminary Notes on the Relation of Literature and Social Theory	225
	A ‘Curious Case’: Reflections on Benjamin Button	226
	The Initial Production of the Child’s (Ab)Normality	226
	Benjamin Button’s Life Between Failure and Success in Producing his Normality	228
	Conclusions	231
	One Final Note	233
	References	234
	Chapter 14: Education for Autonomy in the Context of Consumer Culture	236
	Introduction	236
	Critical Consumer Education	239
	Consumer Aesthetic Education	242
	Conclusion	247
	References	248
	Chapter 15: “My Place”? Catholic Social Teaching and the Politics of Geborgenheit	249
	The Story of Sally Morgan	249
	The Concept of Geborgenheit	252
	Catholic Social Teaching and the Politics of Geborgenheit	257
	Conclusions	261
	References	263
	About the Authors	265