CHILDHOOD IN THE EMERGENCY OF MEANING: JUSTICE AS A HORIZON PENDING TOWARDS COMPLEXITY AND JUSTICE
Abstract
This article addresses the sustained genocide against Palestinian childhoods in Gaza from an ethical, legal, pedagogical, and complex perspective. Through an interdisciplinary hermeneutic analysis, it reveals the structural exclusion experienced by certain children from the realms of justice, suffering, and recognition. It offers a critique of the legal blindness that legitimizes impunity and a challenge to the educational field for its silence in the face of horror. Engaging with authors such as Lévinas, Benjamin, Maldonado, hooks, López de Maturana, Angulo, López Melero, and Gómez, the article develops a proposal for epistemic and affective justice that reclaims ethical shock as the foundation for a committed pedagogy. Ultimately, it invites us to conceive education as an act of political and ethical responsibility toward the children who resist under siege.
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References
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