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Social Development of Children


Research carried out in the 1960s challenged the “indifference to differences” of policies whose aims were to guarantee equality through the standardisation of the educational offer. Policies are now being advanced that address the issue of differences: gender, social, cultural, religious, ethnic, disability differences.

Increasing attention is paid to children’s rights, welfare, and values within the school system as students are no longer regarded merely as future adults to be trained and educated.

The ideal of justice implies benchmarking the merits of all human beings. However, this approach can lead to claims for recognition that are contrary to its foundations. In other words, an ethic of recognition for each individual could imply that they are also incomparable.

Among the differences to take into account, those concerning immigrant children play an important role in the social debate. This concern is in keeping with welfare state principles oriented toward the fight against poverty, the inclusion of cultural differences and its limits, and the place of mobility and immigrant labour in the economy. Above all, it calls for a new approach to building cohesion in multiethnic, multicultural societies. What does an inclusion policy consist in? What role do school and vocational training play?   

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