Children's participation in Deliberative Democracy: A Case Study of Socioeconomic School Segregation

Abstract

The inclusion of the underage population in political processes and decisions is fundamental to achieve a fair and equitable society. However, there are challenges that hinder their active participation and silence their voices. This article proposes the analysis of one of these challenges: the attitude of superiority of adult population, which can be understood as epistemic arrogance. To illustrate this point, the case of socioeconomic school segregation in Spain is examined, where educational measures focus on the interests of the discriminated adult population, overlooking the discrimination faced by students due to their socioeconomic profile. 

To address this challenge, deliberative democracy models emerge as possible solutions, provided they allow active participation of the underage population in the conceptualization and practice of political participation. The inclusion of minors in these models can ensure the participation of those who are structurally excluded, providing them with opportunities for their voices to be heard. Furthermore, deliberative democracy can help counteract epistemic arrogance by fostering the reconsideration of prejudices and false assumptions during deliberative interaction.