This paper’s point of departure is that modernity reflects its contingency in the medium of childhood. It is here that modernity assigns the (impossible) task to education of respecting the space of possibilities inherent to ›childhood‹ and transforming these possibilities into a better reality. On the one hand, this leads to an irresolvable problem of educational justification – problems that can only be dealt with the help of rhetorical constructions. On the other hand, the sovereignty of childhood, which is indeterminable and not bound to rationality, has to become educationally represented in order to demonstrate its legitimacy – a construct that can never be adequately represented. This problematic relation of sovereignty and representation is connected to questions of democracy theories.