The Subalternity of Childhood: A Three-Level Explanation

The research aims to apply Spivak's concept of subalternity (Spivak 1988) to the experience of childhood. It argues that childhood can be considered a genuine subaltern position within society due to the influence of social and power structures that often perceive children as subordinate actors in comparison to adults. The restricted influence and limited access to social power, coupled with structural inequalities, reinforce this subaltern status.

The research examines three ways in which subalternity can be derived in relation to childhood:

1) the necessity of education is used as a rationale for denying children full human status. Children are frequently viewed as needing guidance and instruction, and are often categorized as a distinct group.

2) the concept of productive indeterminacy in pedagogical practice is discussed, with a particular emphasis on the significance of social integration for the subjectification of children. Furthermore, the study explores the subaltern position of childhood concerning language and communication models.

3) examines the legal status of children as non-citizens, with a particular focus on the German legal system. It questions whether children are regarded as objects or subjects of legal recognition and how this contributes to their significant subaltern status.

This study thus illuminates the intersections between subalternity, childhood, and social power structures, offering a comprehensive overview of how children are marginalized in various societal contexts. It provides insights into how social, educational, and legal frameworks contribute to the subaltern position of childhood and highlights the need for a more nuanced understanding of children's roles and rights within society.