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Abstract
Legal and moral theories often treat rights as universal and fundamental to social organization, but critics argue that rights are historically contingent, socially constructed, and shaped by power dynamics. Decolonial and feminist perspectives challenge the universality of rights, emphasizing their roots in specific historical contexts and their function within systems of inequality. Michel Foucault critiques traditional conceptions of rights, framing them as tools of power used to regulate domains such as health, sexuality, reproduction, and population management. These critiques highlight that rights are not fixed but are dynamic and context-dependent. Henri Lefebvre’s spatial analysis expands this critique by linking rights to the production of space, providing insights into health and education rights. Lefebvre views space as a social and political category, shaped by everyday life and marked by tensions between power and rights. His trialectic framework – perceived (material), conceived (abstract), and lived (experiential) space – offers a method for understanding how rights like access to health and education are embedded in specific spatial contexts. For instance, the spatial distribution of healthcare facilities or educational institutions reflects broader inequalities and shapes individuals’ lived experiences. Drawing from Marxist dialectics, Lefebvre critiques the neglect of spatial dimensions in traditional economic theories, arguing that space, like time, is central to capitalist production and social relations. This perspective reframes health and education rights as situated within broader struggles for equitable spatial organization. Lefebvre’s work enriches geography, philosophy, and social sciences by emphasizing the interplay between material, mental, and lived dimensions of space. By situating health and education rights within these contexts, he highlights their role in shaping more just and inclusive societies.