Beobachtungsverhältnisse. Feldtheoretische Erkundungen zu einer Empirie des Pädagogischen

in Feldanalyse als Forschungsprogramm., Band 1 (2012)

Some children are more different than others. Language practices in Luxembourgian Nurseries

in Qualitative Research Journal (2012), 12(2), 183-192

Purpose – The purpose of the paper is to explore how professional educators in early childhood education cope with diverse linguistic environments in their daily work. The article addresses this issue by ... [more ▼]

Purpose – The purpose of the paper is to explore how professional educators in early childhood education cope with diverse linguistic environments in their daily work. The article addresses this issue by focusing on practices of language use in Luxembourgian nurseries. Design/methodology/approach – The paper is reflecting on empirical data of an ethnographic research project currently conducted in six different day care facilities for children from three months to four years old. The study uses participant observation and videography as data collection strategies. Data analysis was based on field notes and protocols, video recordings, photographs, documents, and artifacts. Findings – On the basis of the ethnographic observations, two different practical regimes of “doing linguistic diversity” are discriminated: an area of “practicing super-diversity” and an area of “practicing difference”. In the context of the second regime it becomes visible that the use of Luxemburgish as lingua franca for the communication between educators and children produces unequal distributed opportunities for foreign children when participating linguistically in the everyday life of daycare facilities. Originality/value – The paper raises serious questions about the language policies in the Luxembourgian daycare sector as well as in respect to the supposed inclusion effects of early childhood education and care, effects that both politicians and professionals emphasize regularly. This especially concerns the conceptualization of “the child” which is in use while professionals treat children as foreign language speakers. [less ▲]

Was ist Kindheit(‐sforschung) und wie viele gibt es? Bericht zur Tagung "Multiple Childhoods/Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies" vom 19.–21.5.2011 an der Rutgers University – Camden; NJ, USA

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2011), 31(4), 440-442

Vom Fordern zum Fördern – ein Diskussionsbeitrag zur Situation des wissenschaftlichen Nachwuchses in der Sozialen Arbeit.

in Der Pädagogische Blick (2011), 19(4), 232-246

Das Geheimnis "guter" Praxis. Qualitative Evaluationsforschung im sozialpädagogischen Feld

in Heimgartner, Arno; Loch, Ulrike; Sting, Stephan (Eds.) Empirische Forschung in der Sozialen Arbeit: Methoden und methodologische Herausforderungen (2011)

Eine nicht-sozialpädagogische Geschichte der Sozialpädagogik. Feldtheoretische Historiographie

in Zugänge zur Geschichte von Sozialpädagogik und Sozialarbeit (2011)

Pädagogische Qualität von Anfang an Ein Leitfaden zur Konzeptentwicklung in Kindertageseinrichtungen

Book published by Ministère de la Famille et de l’Intergration (2010)

Beobachtungen des Pädagogischen Programm-Methodologie-Empirie

Book published by Université du Luxembourg (2010)

Kultur und Bildung Neue Fluchtpunkte für sozialpädagogische Forschung?

Book published by VS Verlag für Sozialwissenschaften (2009)

Turning again? Kritische Bestandsaufnahmen zu einer neuerlichen "Wende" in der sozialpädagogischen Forschung

in Neumann, Sascha; Sandermann, Philipp (Eds.) Kultur und Bildung. Neue Fluchtpunkte für die sozialpädagogische Forschung? (2009)