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See detailPraktiken der Ein- und Ausschließung in der Sozialen Arbeit
Kommission Sozialpädagogik; Bauer, Petra; Dollinger, Bernd et al

Book published by Beltz Juventa (2015)

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See detailMachbarkeitsstudie "Betreuungsatlas Schweiz": Die Geographie betreuter Kindheit
Neumann, Sascha UL; Tinguely, Luzia; Hekel, Nicole UL et al

Report (2015)

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See detailFamilienbilder und Bilder ‚guter’ Elternschaft. Zur Bedeutung eines konstitutiven, aber vernachlässigten Moments pädagogischer Professionalität
Bauer, Petra; Neumann, Sascha UL; Sting, Stephan et al

in Neue Praxis : Zeitschrift für Sozialarbeit, Sozialpädagogik und Sozialpolitik (2015), Sonderheft 12

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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)

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See detailWelche Qualität für wen? Leerstellen einer (immer noch) aktuellen Debatte
Neumann, Sascha UL

Article for general public (2015)

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See detailLost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education
Neumann, Sascha UL

in Global Education review (2015), 2(1), 23-39

Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals ... [more ▼]

Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals. Accordingly, the question of how to deal with linguistic diversity represents one of the biggest challenges in the professional debate about early childhood education in Luxembourg. The article will refer to this issue on the basis of several insights stemming from an ethnographic study in Luxembourgish daycare centers which was conducted between 2009 and 2012 by the working group Early Childhood: Education and Care at the University of Luxembourg. The study explored practices professionals apply to come up with the superdiverse and translingual environment in order to meet the political expectation of promoting foreign children’s competences before they enter school. Based on the empirical investigations of everyday language use in center-based early childhood education, the article will not only characterize two different modes of language promotion (institutional monolingualization in one language and institutional monolingualization in several languages) but also highlight the ambiguities of those language promotion practices which, although facing a translingual environment, are still based on a multilingual standard. [less ▲]

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See detailVerstehen und Befremden. Objektivierungen des ‚Anderen’ in der ethnographischen Forschung
Kuhn, Melanie; Neumann, Sascha UL

in Zeitschrift für Qualitative Forschung (2015), 16(1), 25-42

Central to the present essay is the question, how the ‘other’ is constituted as a topic of ethnographic research. This question is addressed by using the example of ethnographic migration research. The ... [more ▼]

Central to the present essay is the question, how the ‘other’ is constituted as a topic of ethnographic research. This question is addressed by using the example of ethnographic migration research. The different ways of objectifying the ‚other‘ are discussed within the context of two different methodological strategies of ethnographic research which are currently the most prominent strands. Those strands refer in various ways to the guiding ethnographic difference between strangeness and familiarity: on the one hand the approach of understanding the supposedly ‘strange’ lifeworlds and perspectives of various social actors and on the other hand the approach of rendering the familiar strange. It is seen that these ways of objectification tend to either transcend a postulated difference between the own and other or consciously produce precisely that break from what is allegedly familiar. In conclusion, also the similarites of both strands are discussed against the background of the emphasized differences between the ways of objectification. By doing so, the question is also raised to what extend it is actually a matter of categorial different varieties of an ethnographic access to reality. [less ▲]

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See detailBildungskindheit als Professionalisierungsprojekt. Zum Programm einer kindheitspädagogischen Professionalisierungs(folgen)forschung
Neumann, Sascha UL

in Betz, Tanja; Cloos, Peter (Eds.) Kindheit und Profession (2014)

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See detailDie sozialen Bedingungen der Bildung. Beobachtungen im Feld der Frühpädagogik.
Neumann, Sascha UL

in Thompson, Christiane; Jergus, Kerstin; Breidenstein, Georg (Eds.) Interferenzen. Perspektiven kulturwissenschaftlicher Bildungsforschung (2014)

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See detailHeilpädagogische Frühförderung in Kindertageseinrichtungen: Qualitätsmaßstäbe unter der Lupe
Burger, Kaspar; Neumann, Sascha UL

in Schweizerische Zeitschrift für Heilpädagogik (2014), 6/2014

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See detailOn Multifaceted Commonality. Theories of Social Pedagogy in Germany
Sandermann, Philipp; Neumann, Sascha UL

in International Journal of Social Pedagogy (2014), 3(1), 15-29

This paper makes an attempt to interpret the German debate on social pedagogy as a multifaceted perspective that nonetheless shows a striking commonality. To exemplify this, we intentionally focus on ... [more ▼]

This paper makes an attempt to interpret the German debate on social pedagogy as a multifaceted perspective that nonetheless shows a striking commonality. To exemplify this, we intentionally focus on dominant theories of social pedagogy in Germany, which declaredly aim to directly answer the question of what social pedagogy is. However, to contribute to a clearer understanding of social pedagogy as a theoretical phenomenon, it is not sufficient to only describe these theories and the various ideas of social pedagogy they generate. Instead, it is essential to deconstruct how exactly these theories objectify their numerous assumptions on social pedagogy. We will therefore argue that it is worthwhile to focus not too narrowly on what dominant theories of social pedagogy in Germany objectify as social pedagogy. Instead, we suggest a careful analysis of how social pedagogy is commonly being objectified. Our hypothesis is that prominent theories of social pedagogy in Germany reify social pedagogy by using a distinct ontological mode of objectification. This mode we see as a common structure, regardless of the different objects of social pedagogy that the respective approaches end up with. Beyond mere critique, we intend to also explain this mode at the end of our paper, and raise the question whether it might point to a broader concept of how theories of social pedagogy and social work are usually being generated in Germany and beyond. [less ▲]

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See detailVon Diversität zu Differenz: Ethnographische Beobachtungen zum Umgang mit Plurilingualität in frühpädagogischen Settings
Neumann, Sascha UL; Seele, Claudia UL

in Tervooren, Anja; Engel, Nicolas; Göhlich, Michael (Eds.) et al Ethnographie und Differenz in pädagogischen Feldern: Internationale Entwicklungen erziehungswissenschaftlicher Forschung (2014)

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See detailWarum eigentlich frühkindliche Bildung?
Neumann, Sascha UL

Article for general public (2014)

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See detailMultiPluriTrans. Emerging Fields in Educational Ethnography. Introduction to the conference
Bollig, Sabine UL; Neumann, Sascha UL

Scientific Conference (2013, November 21)

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See detailEthnografie der Frühpädagogik. Einführung in den Themenschwerpunkt
Honig, Michael-Sebastian UL; Neumann, Sascha UL

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2013), 33

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See detailDie Bildungsrelevanz der Betreuungswirklichkeit: Eine Studie zur institutionellen Praxis nicht-familialer Kleinkindererziehung. Problemstellung, Ansatz und ausgewählte Ergebnisse des Forschungsprojekts "Betreuungswirklichkeit und Bildungswirklichkeit. Qualität und Qualifizierung in flexiblen Strukturen der Kinderbetreuung luxemburgischer Maisons Relais pour Enfants" (EDUQUA-MRE)
Honig, Michael-Sebastian UL; Neumann, Sascha UL; Schnoor, Oliver UL et al

Report (2013)

The study deals with the practice of education and care for 0-4 year old children in the publicly funded daycare sector of Luxembourg by examining six selected crèches with the methods of ethnographic ... [more ▼]

The study deals with the practice of education and care for 0-4 year old children in the publicly funded daycare sector of Luxembourg by examining six selected crèches with the methods of ethnographic fieldwork. It describes the realities of care focusing on the question how professionals account for their educational significance in light of heterogeneous and at times also dilemmatic expectations of their services. Thus, the study contributes to debates on the educational quality of daycare facilities. In contrast to most other studies on tis subject, however, it does not presuppose what "education" is or should be. Rather, it understands education as a task that educational practice has to confront in order to assure itself as being educational and to represent itself as such in front of its audience. Empirically, the study is about practices of pedagogicalization. Theoretically, it is about aspects of the institutionalization of non-familial childcare. [less ▲]

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See detailDie anderen Dinge der Pädagogik. Zum Umgang mit alltäglichen Gegenständen in Kinderkrippen
Neumann, Sascha UL

in Zeitschrift für Erziehungswissenschaft (2013), 16(2), 107-121

Things in terms of material entities take historically as well as currently a prominent role in the discussion on programs and practices in early childhood education. The dominance of the tangible in ... [more ▼]

Things in terms of material entities take historically as well as currently a prominent role in the discussion on programs and practices in early childhood education. The dominance of the tangible in early childhood education is based on the assumption of the educational and developmental significance of material experiences in the early ages. Regardless of the validity of this assumption, the pedagogical reflection upon the special role of things also suggests that the overwhelming significance of the tangible in early childhood education is founded solely on the special educational and developmental needs of children. The paper is interrogating this underlying claim by confronting it with empirical insights as they can be obtained from the ethnography of pedagogical practices in early childhood education. This is done by analyzing the use of different everyday pieces in educational practices. The analysis illustrates how these things function to represent children–socially and territorially–as persons in change and thereby gain the status of a medium for proving the everyday practices as something pedagogical. [less ▲]

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