Reference : Children as participants in practices: the challenges of practice theories to an acto...
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Anthropology
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/20400
Children as participants in practices: the challenges of practice theories to an actor-centred sociology of childhood
English
Bollig, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Kelle, Helga mailto []
Apr-2016
Reconceptualising Agency and Childhood: New Perspectives in Childhood Studies
E├čer
Baader, Meike
Betz, Tanja
Hungerland, Beatrice
Routledge
34-47
Yes
London
UK
[en] practice theory ; children ; agency
[en] The article examines how new practice theories might provide more advanced theoretical and analytical perspectives for the study of childhood in the social sciences. It moves away from common conceptions of agency with reference to the dichotomy of structure and agency and reflects on the relationship of sociality, agency, and actors as conceived in recent practice theories. In the main section, three key aspects of those theories are introduced and discussed: (1) the corporeality and material-mental structure of practices; (2) the role of artefacts and objects in the performance and reproduction of practices; and (3) the practice-theoretical shift in perspective from intentionally acting human actors to multiple participants of practice and to agency as a feature and effect of practices. The concluding sections discuss the challenges of these practice-theoretical reflections to childhood studies: to the extent that agency is conceptualized not only as a (biographically) incorporated characteristic of children as individuals but as a feature of practices in which children are involved as participants, it is understood to depend on situations and to be more variable, context-sensitive, and complex than has been recognized in the field of childhood studies in the past. Practice theories are thus shown to open up new, differentiated heuristic perspectives for the field of childhood studies, which in turn challenge the adult-centrist approach of practice theories.
Researchers ; Students
http://hdl.handle.net/10993/20400

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