Subjects, citizens, or civic learners? Judicial conceptions of childhood and the speech rights of American public school students

Bibliographic Data

ID3116501
AuthorsPhillip Buckley (Southern Illinois University Edwardsville, corresponding author)
Year2014
Volume21
Issue2
Pages226-241
Publication date2014-05-01
Open AccessYes
TypeARTICLE
VenueChildhood (JOURNAL)
Journal identifiersISSN: 0907-5682 • E-ISSN: 1461-7013
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0907568213484343
OpenAlexW2133824442
LanguageEN
Citations received3
References cited19

This article, based on a qualitative analysis of 81 legal opinions, considers the relationship between judicial conceptions of childhood and the speech rights of American public school students. The author presents six main principles from the opinions and examines the relationship between them and conceptions of childhood. The article shows that the opinions reflect three primary conceptions of childhood: as a period walled off from adulthood in which children are subjects; as a period of becoming in which children are civic learners; and as a period akin to adulthood in which adults and children, as well as their respective rights, are fundamentally the same. The article concludes that judicial conceptions of childhood have helped produce a body of law that reflects and perpetuates society's inconsistent and ambivalent beliefs regarding childhood

Ambivalence · Developmental psychology · Early childhood · Early childhood education · Pedagogy · Qualitative research · Social science · Sociology · Children's Rights and Participation · Education Discipline and Inequality · Ethics and Legal Issues in Pediatric Healthcare · Psychology · Social Psychology

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