References of "Seele, Claudia 50003068"
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See detailAus der Perspektive des Kindes forschen? Methodologische und methodische Reflexionen
Haag, Christian UL; Neumann, Sascha UL; Schnoor, Oliver UL et al

Scientific Conference (2012, March 11)

Mit dem Anspruch, Forschung »aus der Perspektive von Kindern« zu betreiben, verbindet sich eine der zentralen Herausforderungen der neueren sozialwissenschaftlichen Kindheitsforschung und ihrer ... [more ▼]

Mit dem Anspruch, Forschung »aus der Perspektive von Kindern« zu betreiben, verbindet sich eine der zentralen Herausforderungen der neueren sozialwissenschaftlichen Kindheitsforschung und ihrer erziehungswissenschaftlichen Rezeption. Die differenten Verständnisse dessen, was es jeweils bedeutet, die Perspektive des Kindes einzunehmen, sind inzwischen vielfach methodologisch und forschungsethisch reflektiert worden. Zugleich hat sich ein differenziertes Feld der Forschung entwickelt, in dem unterschiedliche methodologische Zugänge und methodische Herangehensweisen erprobt worden sind, um die Sichtweisen der Kinder empirisch zur Geltung zu bringen. Der Workshop arbeitet zunächst den Stand der Forschung und der methodologischen Diskussion auf. Er bezieht dabei sowohl quantitative wie qualitative Studien mit ein. In einem zweiten Schritt bietet er die Gelegenheit, am Beispiel konkreter Forschungsvorhaben der Organisatorinnen, Organisatoren und Teilnehmer/-innen die Frage zu erörtern, wie sich die Perspektive des Kindes methodologisch konzeptualisieren und methodisch erschließen lässt. Eine besondere Aufmerksamkeit wird dabei auch der speziellen Herausforderung gewidmet, die »Perspektive des Kindes« im Falle von Altersgruppen zu ergründen, denen die Möglichkeiten zur sprachlichen Artikulation noch weitgehend fehlen. [less ▲]

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See detailA Child's Dropout and a Nursery's Secondary Adjustment – Linking Longitudinal, Organisational, and Institutional Ethnography in ECEC
Schnoor, Oliver UL; Seele, Claudia UL

in Honig, Michael-Sebastian; Neumann, Sascha (Eds.) (Doing) Ethnography in Early Childhood Education and Care. Proceedings of an International Colloquium at the University of Luxembourg (2012)

Longitudinal ethnography in the context of ECEC has been promoted by Corsaro and Molinari (2000, p. 180) by arguing that “the whole time children are developing individually, the collective processes that ... [more ▼]

Longitudinal ethnography in the context of ECEC has been promoted by Corsaro and Molinari (2000, p. 180) by arguing that “the whole time children are developing individually, the collective processes that they are a part of are also changing.” Drawing on organizational theory and institutional ethnography, we would like to build on and extend this argument by saying that local cultures and participatory networks in Early Childhood Education and Care are embedded in organizational processes and routines that are also changing. Moreover, a central assumption of our accompanying research project in a recently established Luxembourgish Maison Relais pour Entfants (MRE) is that the institutional structure of the daycare center is not settled once and for all, but develops and changes in interaction with its environment, that is with the expectations and demands of relevant stakeholders. Accordingly, our concern in the present paper is with a basic question in current ethnographic research on ECEC, i.e. the question of the relationships, possibly the systematic linkage, between pedagogical institution and the everyday social experiences of children. Usually, this relation is conceptualized in one direction: The organized care for a high number of children in a context governed by adult rules and pedagogical interventions provides the ‘framework’ for the development of a distinctive peer culture. This, in turn, enables learning and socialization insofar as the cultural and organizational environment is “interpretively (re) produced” (Corsaro) within the context of the peer culture, which thus actively contributes to social reproduction and change. Our paper aims at contributing to this research field by following the reverse, complementary direction: It explores the processes through which the concrete social experiences of children, their embeddedness in specific social contexts, and their learning progresses are observed and interpreted, and finally lead to a (re)construction and change of institutional practices in the pedagogical organization. Although institutionalization in early childcare centers is a continuing and never completed process of enacting institutionalized values and principles in everyday practices (Honig 2003), there may be particular temporal conditions which favor the observability of institutionalization processes. These are presumably 1) during the foundation and start of work, 2) at times of intensive contact with the institutional environment or the stakeholders, respectively, and 3) times of crisis and conflict situations. All of these conditions have been met during the course of our research, as will be illustrated by an ethnographic case study of one child that has been taken out of the center by his parents after one year of his enrolment. His seemingly lacking adaptation to the institution’s practices and collective culture triggered a serious crisis and in turn led to some dramatic changes in the center’s daily routines. As will be shown, these measures primarily serve to increase the institution’s legitimacy by adjusting to the perceived expectations of its environment. [less ▲]

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See detailEthnicity and Early Childhood: An Ethnographic Approach to Children's Ethnifying Practices in Peer Interactions at Preschool
Seele, Claudia UL

in International Journal of Early Childhood (2012), 44(3), 307-325

Dominant discourses in Germany portray children with a so-called "migration background" implicitly or explicitly as "the Other" in relation to a normative image of "German children". Family origins ... [more ▼]

Dominant discourses in Germany portray children with a so-called "migration background" implicitly or explicitly as "the Other" in relation to a normative image of "German children". Family origins, language, and physical appearance act as important criteria in this process of ethnifying children. Embedded within this discursive framework, my research focus, however, is on the perspectives of the children themselves and how they participate in the social construction of ethnic identities. The paper is based on an ethnographic research in a day care center in Berlin with children from four to six years of age. Participant observation and symbolic group interviews were employed to explore the children's practical enactment and use of ethnifying identity ascriptions in the context of the peer culture. I argue that ethnicity is not a pregiven fact, but practically accomplished and negotiated in children's social interactions. Thus, the research contributes to our understanding of children's agency and competence as well as of the relationality, provisionality, and context-dependence of children's identity constructions. [less ▲]

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See detailVon Diversität zu Differenz. Ethnographische Beobachtungen zum Umgang mit Plurilingualität in frühpädagogischen Settings
Honig, Michael-Sebastian UL; Neumann, Sascha; Seele, Claudia UL

Scientific Conference (2011, November 19)

Vorgestellt werden sollen Materialien eines derzeit durchgeführten ethnographischen Forschungsprojekts zur wissenschaftlichen Begleitung des Institutionalisierungsprozesses einer neu gegründeten Maison ... [more ▼]

Vorgestellt werden sollen Materialien eines derzeit durchgeführten ethnographischen Forschungsprojekts zur wissenschaftlichen Begleitung des Institutionalisierungsprozesses einer neu gegründeten Maison Relais pour Enfants (MRE) für 0- bis 4-jährige Kinder in Luxemburg. Allgemein untersucht das Projekt die Frage, wie sich das pädagogische Geschehen in der MRE im Lichte der unterschiedlichen Erwartungen an diese erst vor wenigen Jahren geschaffene Form der flexibilisierten Kindertagesbetreuung praktisch realisiert. Eine dieser von verschiedenen Seiten an die MRE herangetragenen Erwartungen ist der integrative und konstruktive Umgang mit ‚Diversität‘. Jenseits programmatischer Forderungen und normativer pädagogischer Vorgaben, soll in der Projektwerkstatt anhand konkreter Forschungsmaterialen danach gefragt werden, wie ‚Diversität‘ im Alltag der Kindertageseinrichtung als ‚Differenz‘ praktisch bearbeitet wird. Das Konzept des ‚doing difference‘ (Fenstermaker & West 2001) kann dazu beitragen, einer Reifizierung sozialer Differenzkategorien entgegenzuwirken und stattdessen ihre interaktive und performative Hervorbringung in sozialen Kontexten ethnographisch zu rekonstruieren. Insbesondere sprachliche Differenzen spielen im plurilingualen Alltag Luxemburgs eine herausragende Rolle, da an ihnen andere Differenzlinien sowie Fragen von Identität und Zugehörigkeit verhandelt werden. Einer Forderung nach früher Förderung des Luxemburgischen steht dabei die in der Alltagspraxis beobachtbare Plurilingualität gegenüber. Die ambivalenten und aufeinander bezogenen Positionierungen der verschiedenen beteiligten Akteursgruppen im Umgang mit ‚Diversität‘ in diesem frühpädagogischen Feld können somit ethnographisch als (Re)Produktion von ‚Differenz‘ aufgeschlüsselt werden. [less ▲]

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See detailYoung Children’s Ethnifying Practices: An Ethnographic Research in a Daycare Center in Berlin
Seele, Claudia UL

Scientific Conference (2011, August 21)

I will present findings of an ethnographic research that was conducted in a daycare center in Berlin with 22 children from 4 to 6 years of age. Despite being born and raised in Germany, in the dominant ... [more ▼]

I will present findings of an ethnographic research that was conducted in a daycare center in Berlin with 22 children from 4 to 6 years of age. Despite being born and raised in Germany, in the dominant discourse most of them would be represented as ‘migrant children’ or ‘children with migrant background’. They thus come to function as ‘the Other’ in the construction of a normative version of ‘German children’. Family origins, language and physical appearance act as important criteria in this ethnifying of children. Embedded within this discursive framework my research focus however is on the perspectives of the children themselves and how they participate in the social construction of ethnic identities. Participant observation and symbolic group interviews were employed to explore the children’s practical strategies in dealing with ethnified identity ascriptions in everyday peer interactions. In line with the ‘new’ sociological study of childhood (e.g. James & Prout 1990) I perceive of children as competent social actors who do not just passively receive and imitate adult conceptions of the social order but actively and skillfully join in the construction of the social world. The ethnographic data show that children as young as 4 are able to use ethnic ascriptions as a ‘social tool’ (Van Ausdale & Feagin 2001) in their peer interactions. The broad range of practical and situational processes of differentiation and evaluation, of inclusion and exclusion, can be interpreted along a continuum from reproducing to challenging dominant constructions of belonging and ‘the Other’. I argue that ethnicity is not a pre-given fact but practically accomplished and negotiated in children’s social interactions. Thus, the research contributes to our understanding of children’s agency and competence as well as of the relationality, provisionality and context-dependence of children’s identities. [less ▲]

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See detailEthnicity and Early Childhood: An Ethnographic Approach to Children’s Perspectives
Seele, Claudia UL

Scientific Conference (2011, May 20)

This paper is based on a two-month ethnographic research that was conducted 2007 in a daycare center in Berlin with 22 children from 4 to 6 years of age. Despite being born and raised in Germany, in the ... [more ▼]

This paper is based on a two-month ethnographic research that was conducted 2007 in a daycare center in Berlin with 22 children from 4 to 6 years of age. Despite being born and raised in Germany, in the dominant discourse most of them would be represented as „migrant children‟ or „children with migration background‟. They thus come to function as „the Other‟ against which a normative version of „German children‟ is constructed. Language, physical appearance and family origins act as important criteria in this ethnifying of children. Embedded within this discursive framework my research focus, however, is on the perspectives of the children themselves and how they participate in the social construction of ethnic identities. Participant observation and symbolic group interviews were employed to explore the children‟s practical strategies in dealing with ethnified identity ascriptions in everyday peer interactions. In line with the „new‟ sociological study of childhood (e.g., James & Prout 1990) I perceive of children as competent social actors who do not just passively receive and imitate adult conceptions of the social order but actively and skillfully join in the construction of the social world. The ethnographic data show that children as young as 4 are able to use ethnic ascriptions as a „social tool‟ (Van Ausdale & Feagin 2001) in their peer interactions. The broad range of practical and situational processes of differentiation and valorization, of inclusion and exclusion, can be interpreted along a continuum from reproducing to challenging dominant constructions of belonging and „the Other‟. The research contributes to our understanding of children‟s agency and competence as well as of the relationality, provisionality and context-dependence of children‟s identities. It helps to contextualize childhood studies within a social theoretical framework about social identity constructions and practices of social differentiation. [less ▲]

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See detailA Child’s Dropout and a Nursery’s Secondary Adjustment. Linking Longitudinal, Organizational, and Institutional Ethnography in ECEC
Schnoor, Oliver; Seele, Claudia UL

Scientific Conference (2011, April 14)

Longitudinal ethnography in the context of ECEC has been promoted by Corsaro and Molinari (2000, p. 180) by arguing that “the whole time children are developing individually, the collective processes that ... [more ▼]

Longitudinal ethnography in the context of ECEC has been promoted by Corsaro and Molinari (2000, p. 180) by arguing that “the whole time children are developing individually, the collective processes that they are a part of are also changing.” Drawing on organizational theory and institutional ethnography, we would like to build on and extend this argument by saying that local cultures and participatory networks in Early Childhood Education and Care are embedded in organizational processes and routines that are also changing. Thus, a central assumption of our accompanying research project in a recently established Luxembourgish Maison Relais pour Enfants (MRE) is that the institutional structure of the daycare center is not settled once and for all, but develops and changes in interaction with its environment, that is with the expectations and demands of relevant stakeholders. Accordingly, our concern in the present paper is with a basic question in current ethnographic research on ECEC, i.e. the question of the relationships, possibly the systematic linkage, between pedagogical institution and the everyday social experiences of children. Usually, this relation is conceptualized in one direction: The organized care for a high number of children in a context governed by adult rules and pedagogical interventions provides the ‘framework’ for the development of a distinctive peer culture. This, in turn, enables learning and socialization insofar as the cultural and organizational environment is “interpretively (re) produced” (Corsaro) within the context of the peer culture, which thus actively contributes to social reproduction and change. Our paper aims at contributing to this research field by following the reverse, complementary direction: It explores the processes through which the concrete social experiences of children, their embeddedness in specific social contexts, and their learning progresses are observed and interpreted, and finally lead to a (re)construction and change of institutional practices in the pedagogical organization. Although institutionalization in early childcare centers is a continuing and never completed process of enacting institutionalized values and principles in everyday practices (Honig 2003), there may be particular temporal conditions which favor the observability of institutionalization processes. These are presumably 1) during the foundation and start of work, 2) at times of intensive contact with the institutional environment or the stakeholders, respectively, and 3) times of crisis and conflict situations. All of these conditions have been met during the course of our research, as will be illustrated by an ethnographic case study of one child that has been taken out of the center by his parents after one year of his enrolment. His seemingly lacking adaptation to the institution’s practices and collective culture triggered a serious crisis and in turn led to some dramatic changes in the center’s daily routines. As will be shown, these measures primarily serve to increase the institution’s legitimacy by adjusting to the perceived expectations of its environment. [less ▲]

Detailed reference viewed: 16 (1 UL)
See detailZur Repräsentation von "Wissen" und "Stimme" in der frühpädagogischen Forschung. Tagungsbericht zur 20. EECERA Konferenz "Knowledge and Voice in Early Childhood: Who knows, who speaks, who listens?" vom 6. bis 8. September 2010 in Birmingham, UK
Seele, Claudia UL

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2011), 31(1), 106-109

Detailed reference viewed: 31 (2 UL)
See detailZur Positionalität der Forschenden in der ethnographischen Bildungsforschung. Tagungsbericht zur "Oxford Ethnography and Education Conference 2010" vom 6. bis 8. September 2010 in Oxford, UK
Seele, Claudia UL

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2011), 31(2), 218-220

Detailed reference viewed: 61 (2 UL)