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See detailKindheit als praxeologisches Konzept. Von der generationalen Ordnung zu generationierenden Praktiken
Honig, Michael-Sebastian UL

in Budde, Jürgen; Bittner, Martin; Bossen, Andrea (Eds.) et al Konturen einer praxeologischen Erziehungswissenschaft. Theorie - Methodologie - Analyse (in press)

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See detailReview: Children and their Parents in Childhood Studies
Honig, Michael-Sebastian UL

in Betz, Tanja; Honig, Michael-Sebastian; Ostner, Ilona (Eds.) Parents in the Spotlight: Parenting Practices and Support from a Comparative Perspective (2017)

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See detailParents in the Spotlight. Parenting Practices and Support from a Comparative Perspective
Betz, Tanja; Honig, Michael-Sebastian UL; Ostner, Ilona

Book published by Verlag Barbara Budrich (2017)

Children and their parents have become a focal point of debates on ‘new social risks’ and the strong need for ‘new public policies’ in many European welfare states. Policy-related elites, along with ... [more ▼]

Children and their parents have become a focal point of debates on ‘new social risks’ and the strong need for ‘new public policies’ in many European welfare states. Policy-related elites, along with UNICEF, the OECD, and the EU, have converged in defining such risks. They outlined parenting support measures, rules, and procedures to better safeguard children and to activate their potential, promote their well-being, and ensure equal opportunities. Parents are expected to offer their children ‘grade A’ parenting. However, they are increasingly suspected of failing to meet public expectations. Hence, agencies advocating children’s best interest are intervening in parenting practices at an increasingly earlier age on the grounds of potential risks. The boundaries between what has been seen as ‘family’ or ‘private’ versus ‘public affairs’ are being redrawn by discourses as well as by ‘evidence-based’ measures to intervene and tackle child-related risks. Contributors to this special issue from Belgium, England, France, Germany, the Netherlands, and Sweden are scrutinizing this ‘turn to parenting’. They analyse which parenting practices are now ‘in the spotlight’ and report on recent forms of support for parents. Whereas debates on ‘new risks’ and the need for ‘child-centred social investments’ have converged, parenting support measures still vary across countries both quantitatively and qualitatively. Such variations result from path-dependent institutional settings, public sentiments, and policy ‘cultures’. This issue offers an excellent opportunity to study parenting support policies in countries representing different ‘worlds’ of family policy. It highlights different ideas on the child’s proper status in society and on good parenting along with variations in the influence of experts on parenting and practitioners’ attitudes towards it – especially the parenting practiced by mothers from different backgrounds. [less ▲]

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See detailIntroduction: Parenting practices and parenting support in recent debates and policies
Ostner, Ilona; Betz, Tanja; Honig, Michael-Sebastian UL

in Honig, Michael-Sebastian; Ostner, Ilona; Betz, Tanja (Eds.) Parents in the Spotlight. Parenting Practices and Support from a Comparative Perspective (2017)

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See detailInstitutionalisierte Kindheit. Kindeswohl als kindheitstheoretisches Konstrukt
Honig, Michael-Sebastian UL

in Heimbach-Steins, Marianne; Riedl, Anna Maria (Eds.) Kindeswohl zwischen Anspruch und Wirklichkeit. Theorie und Praxis im Gespräch (2017)

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See detailVielfalt betreuter Kindheiten. Ethnographische Fallstudien zu den Bildungs- und Betreuungsarrangements 2-4jähriger Kinder
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Nienhaus, Sylvia UL

Report (2016)

Kinder werden gemeinhin als Adressaten, aber weniger als Akteure von institutionellen Angeboten der Bildung und Betreuung in früher Kindheit wahrgenommen – und das obwohl sie ein komplexes Leben zwischen ... [more ▼]

Kinder werden gemeinhin als Adressaten, aber weniger als Akteure von institutionellen Angeboten der Bildung und Betreuung in früher Kindheit wahrgenommen – und das obwohl sie ein komplexes Leben zwischen Familie, Kindertagesbetreuung und Vorschule führen. Das Forschungsprojekt "CHILD - Children in the Luxembourgian Day Care System" hat das Feld der frühen Bildung und Betreuung von der Position der Kinder aus betrachtet und in kindheitstheoretischer und praxisanalytischer Perspektive nach der Vielfalt betreuter Kindheiten gefragt. Vom Standpunkt der Kinder aus differenziert sich das Luxemburger Feld von Bildung und Betreuung in früher Kindheit in vielfältige Bildungs- und Betreuungsarrangements aus. Sie bestimmen nicht nur die Erfahrungen, die Kinder mit nichtfamilialer Bildung und Betreuung machen – und man muss hinzufügen: die nur Kinder machen –, sondern sie bedingen auch die strukturelle Position der Kinder als Mitgestalter von Bildungs- und Betreuungslandschaften früher Kindheit. Bildungs- und Betreuungsarrangements sind eine Domäne der Kinder, obwohl sie sich in einem Zusammenspiel vieler aufeinander bezogener Orte, Kontexte und Akteure realisieren. In diesem Forschungsbericht werden acht ethnographische Fallstudien präsentiert, welche die Multilokalität, Multikontextualität und Multiperspektivität der Bildungs- und Betreuungsarrangements zwei- bis vierjähriger Kinder im Lichte der Alltagspraxis der Kinder analysieren. Die acht Fallstudien zeigen daher nicht nur, dass und wie Kinder zur täglichen Herstellung des Feldes früher Bildung und Betreuung beitragen, sie machen auch die Vielfalt betreuter Kindheiten in Luxemburg sichtbar. [less ▲]

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See detailKindheiten
Honig, Michael-Sebastian UL

in Scherr, Albert (Ed.) Soziologische Basics. Eine Einführung für pädagogische und soziale Berufe (2016)

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See detailDay Care Routine as a Learning Context. Observing and Detecting Informal Learning
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Mohn, Bina Elisabeth

Book published by dohrmannVerlag (2016)

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See detailPerspectives for the development of ECEC in Europe
Honig, Michael-Sebastian UL

Scientific Conference (2015, September)

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See detailVorüberlegungen zu einer Theorie institutioneller Kleinkinderziehung
Honig, Michael-Sebastian UL

in Cloos, Peter; Koch, Katja; Mähler, Claudia (Eds.) Entwicklung und Förderung in der Frühen Kindheit. Interdisziplinäre Perspektiven (2015)

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See detailLe quotidien des structures d‘accueil: un contexte d‘apprentissage. Observer et découvrir l’apprentissage informel.
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Mohn, Bina E.

Book published by dohrmannVerlag (2015)

Appréhender le quotidien des structures d’accueil comme contexte d’apprentissage permet de porter un regard nouveau sur les processus informels d’apprentissage et sur les faits et gestes des enfants ... [more ▼]

Appréhender le quotidien des structures d’accueil comme contexte d’apprentissage permet de porter un regard nouveau sur les processus informels d’apprentissage et sur les faits et gestes des enfants. Comment les enfants gèrent-ils leur quotidien au sein de leur structure d’accueil et quels sont les défis qui s’offrent, ici, à eux jour après jour ? Qu’apprennent les enfants dans ce contexte ? Comment peut-on découvrir, montrer et décrire ces processus d’apprentissage informels ? Cette brochure aborde ces différentes questions en s’appuyant sur des séries d’images fixes détaillées tirées du DVD vidéo caméra-ethnographique « Les enfants en tant que frontaliers. Pratiques transitoires dans le quotidien des structures d’accueil » (Mohn et Bollig 2015). On y découvre des aspects insoupçonnés de la vie quotidienne des enfants dans les crèches, complétés par des textes analytiques. Cette brochure, en tant qu’école du regard s’adressant au personnel pédagogique, vise à sensibiliser à la complexité du quotidien des structures d’accueil d’enfants de 2 à 4 ans et à la multiplicité des contextes d’apprentissage situationnels. Elle incite à la réflexion sur le travail éducatif avec de jeunes enfants en développant un regard axé sur ceux-ci. [less ▲]

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See detailFrühkindliche Bildung
Honig, Michael-Sebastian UL

in Ministère de l'Education nationale, de l'Enfance et de la Jeunesse, SCRIPT; Université du Luxembourg, FLSHASE (Eds.) Bildungsbericht Luxembourg 2015. Band 2: Analysen und Befunde (2015)

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See detailEarly Education and the Unloved Market of Commercial Childcare in Luxembourg
Honig, Michael-Sebastian UL; Schmitz, Anett UL; Wiltzius, Martine UL

in Willekens, Harry; Scheiwe, Kirsten; Nawrotzki, Kristen (Eds.) The Development of Early Childhood Education in Europe and North America: Historical and Comparative Perspectives (2015)

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See detailDas Kind als soziale Form. Ein unbeabsichtigter Beitrag zur Kindheitssoziologie. Über: David Klett (2013), Die Form des Kindes. Kind, Familie, Gesellschaftsstruktur.
Honig, Michael-Sebastian UL

in Sozialwissenschaftliche Literaturrundschau (2015), 38(2), 5-15

David Klett has written a contribution to a systems theory of the family which put the child at the centre, or more concretely: the child is seen as a form of the communication of the family. At first ... [more ▼]

David Klett has written a contribution to a systems theory of the family which put the child at the centre, or more concretely: the child is seen as a form of the communication of the family. At first glance, and from the perspective of the sociology of childhood, this approach seems to be an extension of the marginalization of the child in sociology and as such seems to be a backlash against the arguments for »a conceptual autonomy of the child« made in the sociology of childhood in the late 70s. However, this program in the sociology of childhood to foreground ›the child‹ as an autonomous concept suffers from a serious lack of clarity partly because it mixes a knowledge-critical methodology with advocating for a particular form of naturalism. To recognize/acknowledge the child as a person in its own right this approach places the child beyond family and socialisation. It is clear that this leads to unsatisfying consequences: Social scientific childhood research experiences difficulties with theorising the process of growing up, the family is overlooked or left out as a context in children’s lives, and it is paralysed when it comes to conceptualising the difference between babies and school children. This review argues that Klett’s approach offers a way out of this cul de sac. His overarching question is how does a society make it possible for families to include the body and psyche of a child? From the point of view of the sociology of childhood he does not work with the subsumption of the child under the family but asks »How and in which form is a child, is childhood possible?« and he answers with an analysis of the familial mode of the sociality of the child. Therefore Klett’s study is not a further example of the marginalization of children. Rather he reformulates the question of childhood in sociology and hence varies the program of the conceptual autonomy of the child. In such a way he generates a productive impulse for childhood studies. Klett’s book is also relevant for analyzing the relationship between childhood studies and educational science. [less ▲]

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See detailApproaching the Complexities of Educational Realities. An Introduction
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Neumann, Sascha UL et al

in Bollig, Sabine; Honig, Michael-Sebastian; Neumann, Sascha (Eds.) et al MultiPluriTrans in Educational Ethnography. Approaching the Multimodality, Plurality and Translocality of Educational Realities (2015)

Detailed reference viewed: 55 (7 UL)