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The struggles for recognition, focused on cultural and identity issues until recently, are returning to public arenas in the form of struggles for legal recognition, precisely when we are witnessing, in the context of the post-2008 economic recession, a downward review of citizenship rights, in particular social and labour rights. This article discusses this issue by: first, associating education to the struggles for legal recognition, using the «moral grammar of social conflicts » of Axel Honneth; second, showing how education, connected to empowerment, may have an interesting role in the qualification of social actors involved in these struggles; third, defining the major articulations of this educational role in terms of empowerment. The article concludes by demonstrating the strategic role of empowerment, when promoted by education, in the struggles against the recession of subjective or citizenship rights. [ABSTRACT FROM AUTHOR]

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Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)