Zwischen Heterogenität und Standardisierung - Qualität der Kindertagesbetreuung in der Schweiz

Article for general public (2016)

Verstehen und Befremden. Objektivierungen des ‚Anderen’ in der ethnographischen Forschung

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 ▲]

Approaching the Complexities of Educational Realities. An Introduction

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)

Praktiken der Ein- und Ausschließung in der Sozialen Arbeit

Book published by Beltz Juventa (2015)

Lost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education

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 ▲]

MultiPluriTrans in Educational Ethnography. Approaching the Multimodality, Plurality and Translocality of Educational Realities

Book published by transcript (2015)

Heilpädagogische Frühförderung in Kindertageseinrichtungen: Qualitätsmaßstäbe unter der Lupe

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

On Multifaceted Commonality. Theories of Social Pedagogy in Germany

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 ▲]

Bildungskindheit als Professionalisierungsprojekt. Zum Programm einer kindheitspädagogischen Professionalisierungs(folgen)forschung

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

MultiPluriTrans. Emerging Fields in Educational Ethnography. Introduction to the conference

Scientific Conference (2013, November 21)