Mind the gap 

The gap between ideals and realities calls for a radical shift in how we pursue justice in education. Rather than starting from ideal theories or abstract principles, we must attend to children’s everyday experiences of injustice.  

Read in this light, the stories above do not merely illustrate where the world falls short of predefined ideals. They reveal concrete moments when something is clearly not as it should be. Taking such moments seriously requires listening carefully to children, recognizing them as present subjects of justice, and engaging them as co-authors of the conditions that shape their lives. 

The moral and political status of the child 

For centuries, influential theories of justice have treated children as “not-yet” civic subjects. Because children have often been seen as not fully rational, education has been understood primarily as preparation for future participation in society. The child’s value appears mainly as a citizen-in-the-making. 

The UN Convention on the Rights of the Child challenges this view. It recognizes children as rights holders here and now. Article 12 affirms their right to express their views and have those views taken seriously. This might sound obvious. But in practice, it is radical. 

• Malala is not only a victim or symbol, but a political actor whose voice exposes injustice and mobilizes others. 

• A refugee child is not just someone to be protected. She is a person who should participate in decisions about her education, even in the most precarious circumstances. 

• Sámi children are not merely recipients of a national curriculum, but co-creators of more just and decolonized forms of education that respect their language, culture and knowledge traditions. 

Taking children’s status and rights seriously reshapes how we understand the link between justice and education. Children are present members of society and subjects of justice.