Ylva Bergstro¨m

Abstract: The overall aim of the article is to analyse how the universal right to education have been built, legitimized and used. And more specifically ask who is addressed by the universal right to education, and who is given access to rights and to education. The first part of the article focus on the history of declarations, the notion of the universal right to education, emphasizing differences in matters of detail—for example, the meaning of ‘compulsory’, ‘children’s rights’ or ‘parents’ rights’—and critically examining the right of the child and the right of the parent in terms of tensions between ‘social rights’ and ‘private autonomy rights’. Despite differences in detail, the iterations of the universal right to education do share to the full in the idea of education as such. In the second part the attempt to scrutinize the underlying assumptions legitimizing the consensus on education,focusing again on the notion of the child. In conclusion I argue that a certain notion of what it is to be a human being is inscribed within the circle of access to rights and education.These notions of what it means to be a child, a parent, a citizen or a member of the ‘human family’ are notions of enlightenment and humanity and, to my understanding, aspects of how democracy is configured around freedom, equality and fraternity.

Key words: education; human rights; the child; philosophy

总结：1、本文的主要目的是分析受教育权普及化是如何建立、立法和使用的，主要强调谁是受教育的主体，又有谁来规定哪些群体是受教育的主体。

2、文章第一部分集中于各法案的历史，受教育权普及化的宣称并且强调每一次细节的不同之处，第二部分试图审查教育基本假设合法化，注意力集中在孩子的观念上，最后一部分表明民主是建立在自由、平等和博爱基础之上的。

来源：Stud Philos Educ (2010) 29:167–182

DOI 10.1007/s11217-009-9174-y