Research in Philosophy, Justice and Children's Rights
Newton International Fellow of the British Academy
A LITTLE ABOUT ME
I am a PHILOSOPHER by training. I work on ETHICS, MORAL and POLITICAL PHILOSOPHY. I ask myself questions such as 'what distinguishes right from wrong?' 'what makes humans free or dominated?' and 'who has authority to govern over me and my choices?'
I am particularly interested in the plights of CHILDHOOD. Having been legally a child for almost two decades, I have experienced first hand the benefits and harms of this condition. I've done some research on pedagogy and educational theory, but my focus lately is on children themselves. I like to ask myself 'what is a child?', 'what justifies treating a person as a child?', or 'why should we distinguish children from adults?'
I was born and reared in Bogotá, I did my studies in Barcelona, I got my PhD in Belgium, and currently I am working in Belfast (lots of B's for some strange coincidence). I was awarded a Newton International Fellowship by the British Academy to work at the Centre for Children's Rights (Queen's University Belfast).
Brando, N. and Schweiger, G. (eds.) (2019). Philosophy and Child Poverty. Dordrecht: Springer.
This book offers a broad and diverse reflection of the ways in which child poverty could be conceptualised, and the ways in which it is intertwined with childhood as a specific social condition. Furthermore, the responsibilities towards children and the possible mechanisms required for dealing with this condition will be analysed and clarified.
Brando, N. (2019). ‘Universalism, Embeddedness and Domination: An Analysis of the Convention on the Rights of the Child.’ Journal of Global Ethics 15(3): 270-286.
This article takes the International Convention on the Rights of the Child as a starting point to analyse a fundamental philosophical conflict between universalist and embedded approaches to global justice. It explores the diverging interpretations of and critiques to the universalist and embedded commitments in the Convention, and develops an in-depth analysis of the benefits and harms that both positions may have on the child population.
Hart, C.S. and Brando, N. (2018). ‘A capability approach to children's well‐being, agency and participatory rights in education.’ European Journal of Education 53 (3): 292-309.
This article applies a capability approach to examine how children's agency, well‐being and participation rights can be developed and supported in educational settings. We aim to broaden the evaluative space for assessing what constitutes quality in children's education. We conclude with some reflections on implications for policy and practice going forward.
Brando, N. (2017). ‘Between Equality and Freedom of Choice: Educational Opportunities for the Least Advantaged.’ International Journal of Educational Development 53: 71-79.
Analyses the debate between Egalitarians and Libertarians in educational policy. Argues against market mechanisms improving the education of the least advantaged. Consider abolition of elite education insufficient in non-ideal circumstances. Defends progressive redistribution as a potential solution.