Negotiating vulnerability through “animal” and “child”

Faulkner, Joanne

doi:10.1080/0969725x.2011.641346

Cited by 14 publications

(5 citation statements)

References 4 publications

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“…Finally, we sustained that there is high potential in questioning both childhood and pethood together, as categories that were co-constructed in tandem, across history, through sharing a common condition of subordination and vulnerability (Faulkner, 2011). Questioning them jointly renders some adult/human domination structures visible, and acknowledges both children’s and animals’ capabilities to challenge them.…”

Section: Final Remarks: Towards a Conceptualisation Of Children-anima...mentioning

confidence: 77%

“Warming the house”: Children and animals “doing family”

Policarpo,

de Almeida,

Tereno

2023

Childhood

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In this article, we explore the common worlds of children and companion animals, and ask how animals are contributing to the making of contemporary families, and of childhood therein. Departing from D. H. Morgan’s conceptualisation of family practices, we explore the possibility of extending this concept to children-animals relationships and ask whether it is possible to talk about children-animal practices. We draw on empirical data from 48 interviews conducted within 24 Portuguese families, with children aged 8–14, and living with at least one dog and/or one cat for six months or more. We propose that animals are actively doing family, and contributing to the making of contemporary childhood and parenthood. We conclude that there is theoretical and methodological potential in developing the concept of children-animal practices.

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Section: Final Remarks: Towards a Conceptualisation Of Children-anima...mentioning

confidence: 77%

“Warming the house”: Children and animals “doing family”

Policarpo,

de Almeida,

Tereno

2023

Childhood

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“…This fact places the human child in a particular position in terms of being and agency. As Joanne Faulkner (2011) argues: ‘The animal monstrously mirrors, or parodies, the child as both are separated from a status of (full)humanity by virtue of a lack of reason and moral capacity’ (p. 74). At the same time, this difference sustains the adult human who defines themselves in opposition to these other beings.…”

Section: Response 1a: Greta Thunbergmentioning

confidence: 99%

“…Even when the child speaks, it is not thought to be fully human—not in full command of its abilities, not accountable of its actions and thus not able to be an agentic being. In this way, childhood becomes ‘a reserve of life that supports adult humanity, conceptually and materially’ (Faulkner, 2011, p. 74).…”

Section: Response 1a: Greta Thunbergmentioning

confidence: 99%

Environmental Education and Children's Agency at the Time of the Anthropocene

Kouppanou

2020

Journal of Philosophy of Education

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During the Anthropocene, the epoch characterized by humans' destructive actions on earth, a few seminal questions may be raised: What have we done? How can we do better? This type of questioning is of course echoed in environmental education, related educational policy and research. There is, however, a difference between general and educational discourses: in the first instance, the collective 'we' refers to mainly adult human beings; in the second, to children. The distinction may seem trivial, but it is in fact quite important: If humans have destroyed the earth and caused children the loss of their futures, then adult humans and children humans cannot be positioned in the same place in terms of humanity and agency. What's more, adults cannot look to children and their agency for hope or for a future. Children's agency thus demands a reorientation and a certain re-theorization. This paper deliberates on the type of children's agency that is promoted by various environmental discourses-human, posthuman and other-and discusses what kind of agency children can possibly attain.

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“…This “modern” conception of risk inevitably contributes to the formation of childhood, marking it as a period of the life-course in which the vulnerable innocence of the child needs protecting from the multiple risks that lie in wait to cause harm [ 14 ]. There is an inherent presumption that children’s vulnerability and immaturity render them more susceptible to risks than adults who are better positioned to make informed judgments [ 15 ].…”

Section: Risky Childhoodsmentioning

confidence: 99%

Turning the World Upside Down: Playing as the Deliberate Creation of Uncertainty

Lester

Russell

2014

Children

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Risk is big business. It has assumed almost universal acceptance as an ever-present reality of life, something out there waiting to cause harm (most notably to political, economic and health systems). It commands vast resources to develop preventative measures that are the preserve of experts issuing often contradictory advice and warnings. Children’s play is caught up in this account. No longer something that children just do, it is subject to adult scrutiny that simultaneously and paradoxically attempts to manage risk and promote “risk-taking” for its perceived instrumental benefits, primarily the development of risk assessing skills. Adults thus guide children’s play, rendering children passive and needy recipients of expertise. This article takes a broader perspective to consider how this contemporary understanding of risk plays out in material discursive practices in relation to childhood, play, health and wellbeing. It then draws on conceptual tools of relationality, materiality and performativity to reconfigure playing as an emergent co-production of entangled bodies, affects, objects, space and histories in ways that make life better for the time of playing. Such moments produce health-affirming potential as an intra-dependent phenomenon rather than an individual achievement. Finally, it considers implications for “health promotion” and health enabling environments.

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Negotiating vulnerability through “animal” and “child”

Cited by 14 publications

References 4 publications

“Warming the house”: Children and animals “doing family”

“Warming the house”: Children and animals “doing family”

Environmental Education and Children's Agency at the Time of the Anthropocene

Turning the World Upside Down: Playing as the Deliberate Creation of Uncertainty

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