Behaalde score: 16/20
Inhoud:
- HOE IS HET MET ONZE KINDEREN GESTELD?
- HEBBEN KINDEREN ALTIJD BESTAAN?
- KINDERRECHTEN
- WIE BEN IK? WAT IS IDENTITEIT?
- THE CONCEPTUALISATION OF CHILDREN AND CHILDHOOD
- PEDAGOGISERING
- MEDICALISERING
- ONTSTAAN CONSUMPTIE MAATSCHAPPIJ
- ONSCHUL...
,INHOUD
I. HOE IS HET MET ONZE KINDEREN GESTELD? ...................................................................................................................................................... 4
II. HEBBEN KINDEREN ALTIJD BESTAAN? .............................................................................................................................................................. 5
HOE KEEK DE SAMENLEVING NAAR KINDEREN? ...................................................................................................................................................................... 5
1. John Locke (1632-1704) en Jean-Jacques Rousseau (1712-1778): ................................................................................................................... 5
2. Philippe Ariès (einde 18e eeuw): ...................................................................................................................................................................... 5
Wanneer werden kinderen als ‘belangrijk’ gezien? ............................................................................................................................................. 5
III. KINDERRECHTEN ............................................................................................................................................................................................ 7
30 JAAR KINDERRECHTEN: ................................................................................................................................................................................................ 7
OPBOUW VAN DE LESSEN EN HET BOEK: ............................................................................................................................................................................... 8
Drie tendensen: ................................................................................................................................................................................................... 8
Drie delen: ........................................................................................................................................................................................................... 8
I. WIE BEN IK? WAT IS IDENTITEIT? ............................................................................................................................................................. 9
SPIEGELTJE, SPIEGELTJE AAN DE WAND: ............................................................................................................................................................................... 9
IDENTITEIT IS: ................................................................................................................................................................................................................ 9
THE CONCEPTUALISATION OF CHILDREN AND CHILDHOOD ...................................................................................................................................................... 10
The BECOMING child: ........................................................................................................................................................................................ 10
The BEING child: ................................................................................................................................................................................................ 10
1. Proces .......................................................................................................................................................................................................... 12
2. De ander ........................................................................................................................................................................................................ 13
4. Taal, discours en verhaal ............................................................................................................................................................................... 15
5. Identiteit en representatie ............................................................................................................................................................................. 16
IDENTITEIT VOLGENS PAUL VERHAEGHE ............................................................................................................................................................................. 16
Identiteit als confrontatie met de ander: ........................................................................................................................................................... 16
Wie ben ik? ........................................................................................................................................................................................................ 16
I. PEDAGOGISERING .......................................................................................................................................................................................... 19
Het verlangen naar opvoeden ........................................................................................................................................................................... 19
kinderen als politieke propaganda .................................................................................................................................................................... 19
GEZIN VERSUS STAAT ..................................................................................................................................................................................................... 20
Van privé naar inmenging samenleving: ......................................................................................................................................................... 20
GROOTBRENGEN DOOR KLEINHOUDEN .............................................................................................................................................................................. 20
Hoe ‘kinderwereld’ eruitziet, wordt door volwassenen bepaald: ....................................................................................................................... 21
Wat is het verschil tussen ‘klassiek’ en ‘methode-onderwijs’? ........................................................................................................................... 21
tweespalt in het onderwijs ................................................................................................................................................................................ 21
Decroly – classificatie van kinderen: .................................................................................................................................................................. 22
Conclusie – ‘Kolonisatie’ van kinderen: .............................................................................................................................................................. 22
in de greep van de staat .................................................................................................................................................................................... 22
II. MEDICALISERING ........................................................................................................................................................................................... 23
CONTEXT VAN INDUSTRIALISERING: .................................................................................................................................................................................. 23
KIND ALS GEVAAR ......................................................................................................................................................................................................... 24
OVERHEID EN GEZONDHEID............................................................................................................................................................................................. 25
Ligue Nationale Belge pour la Protection de l’Enfance du Premier Age (1904) .............................................................................................. 25
Gezondheid op school:....................................................................................................................................................................................... 25
LICHAAM EN GEEST ....................................................................................................................................................................................................... 25
Na WO II betere levensomstandigheden: .......................................................................................................................................................... 25
Wet op leerplicht → veel kinderen op school: 1914 ........................................................................................................................................... 25
Classificatie verschillende typen kinderen:......................................................................................................................................................... 26
Nieuwe omgang vanaf jaren ‘80: ...................................................................................................................................................................... 26
HET IDEALE KIND .......................................................................................................................................................................................................... 27
CONSUMPTIE ALS LEVENSSTIJL ......................................................................................................................................................................................... 28
Een sociaal en cultureel proces: ......................................................................................................................................................................... 28
1STE CONSUMOTIEGOLF BEPERKT ZICH TOT WELGESTELDE KLASSE ............................................................................................................................................. 29
MASSAPRODUCTIE & MASSACONSUMPTIE: CONSUMPTIEGOLF 2DE HELFT VAN DE 20STE EEUW: ...................................................................................................... 29
LAATSTE CONSUMPTIEGOLF VANAF JAREN ’80: ................................................................................................................................................................... 29
MORAL PANICS ................................................................................................................................................................................................. 32
MORAL PANICS & SEKSUALITEIT ....................................................................................................................................................................................... 33
SOCIOLOGY OF CHILDHOOD .............................................................................................................................................................................. 35
SOCIOLOGY OF CHILDHOOD .............................................................................................................................................................................. 36
6. PERSPECTIEF VAN DE OPVOEDING TOT VOLWASSENHEID .................................................................................................................................................... 39
WAT ZIJN DE VERSCHILLEN TUSSEN KINDEREN EN VOLWASSENEN? ........................................................................................................................................... 40
BEING AND BECOMING .................................................................................................................................................................................................. 40
3 DELEN (DRIE GROTE DELEN IN HET BOEK) ......................................................................................................................................................................... 41
3 DENKMODELLEN + EEN NIEUW MODEL ............................................................................................................................................................................ 42
ANARCHISTISCHE WORTELS VAN KINDERRECHTEN ............................................................................................................................................ 44
19DE EEUW: NIEUWENHUIS (PEDAGOOG) KOPPELT KINDERRECHTEN AAN OPVOEDING; ............................................................................................................... 44
ANARCHISTEN PRAATTEN ALS EERSTEN OVER RECHTEN VAN KINDEREN: ..................................................................................................................................... 44
KINDEREN & VERMOGEN TOT HANDELEN ........................................................................................................................................................................... 44
BOEK: ALTERNATIEVE DEFINITIES: OPENHEID EN VERBONDENHEID MET DE WERELD: .................................................................................................................... 46
KWETSBAARHEID EN KUNST (VOORBEELDEN VAN KUNST)....................................................................................................................................................... 46
ANDERE VERHOUDING KIND-VOLWASSENE: ERKENNING BUIGZAAMHEID KINDEREN ..................................................................................................................... 47
NAAR EEN KIND-INCLUSIEVE ETHIEK: ................................................................................................................................................................................. 48
KINDERRECHTEN ALS VERANTWOORDELIJKHEDEN: ............................................................................................................................................................... 48
PEDAGOGISCHE PROFESSIONAL ........................................................................................................................................................................................ 48
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