References of "Neumann, Sascha"
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See detailPractices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha et al

in International Journal of Educational Research Open (2021), 2(2), 11

The paper explores children’s perspectives of distance education, their learning experiences and school satisfac- tion in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic ... [more ▼]

The paper explores children’s perspectives of distance education, their learning experiences and school satisfac- tion in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic. The data stem from an online questionnaire completed by 1773 primary and secondary school children aged 6–16. While the paper uses quantitative and qualitative data, it aligns with the qualitative research tradition and predominantly uses an inductive approach. The findings show that teachers offered varied types of distance education and that parents supported children. The children’s contact time with teachers and their time spent on schoolwork var- ied within and between countries. Their school satisfaction dropped in the three countries. The paper calls for training and development on distant education. [less ▲]

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See detailSubjective Well-Being of Adolescents in Luxembourg, Germany, and Brazil During the COVID-19 Pandemic
Engel de Abreu, Pascale UL; Neumann, Sascha; Wealer, Cyril UL et al

in Journal of Adolescent Health (2021)

Purpose: This study explores adolescent well-being during the first wave of the COVID-19 pandemic in two high-income countries from Europe and one middle-income country from South America. The aim is to ... [more ▼]

Purpose: This study explores adolescent well-being during the first wave of the COVID-19 pandemic in two high-income countries from Europe and one middle-income country from South America. The aim is to investigate the correlates of different dimensions of subjective well- being in 10- to 16-year-olds from different cultural contexts. Methods: An online, self-report questionnaire was completed by 1,613 adolescents in Luxembourg, Germany, and Brazil between May and July 2020. The outcome variables were measures of life satisfaction and emotional well-being during the COVID-19 pandemic. The study included a range of sociodemographic, interpersonal, and intrapersonal covariates. Data were analyzed using descriptive statistics and latent variable structural equational modeling. Results: A two-factor model of subjective well-being, consisting of life satisfaction and emotional well-being latent constructs, fitted well with this sample data for Luxembourg, Germany, and Brazil. Results showed that gender, socioeconomic status, intrapersonal factors, quantity and type of schoolwork, and relationships with adults were important common predictors of individual differences in subjective well-being during COVID-19. Fear of illness emerged as the strongest correlate of emotional well-being across the three countries. Conclusions: This study indicates that girls and adolescents from low-income homes may be especially vulnerable to negative secondary impacts of COVID-19 that can affect mental health. It identified several common correlates of subjective well-being in adolescents from different cultural settings, including factors that may be changeable, such as the following: the way adults listen to adolescents, schoolwork during distant learning, and fear of illness. Findings can inform the development of quality interventions for promoting the well-being of adolescents during a global pandemic. [less ▲]

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See detailWell-being an Experiences vu Kanner während dem Lockdown
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha

Presentation (2020, November 27)

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See detailCollaboration with parents and multiliteracy in early childhood education
Kirsch, Claudine UL; Neumann, Sascha; Aleksic, Gabrijela UL et al

Scientific Conference (2020, October 09)

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See detailYoung children as actors of institutionallanguage policies and practices in day carecentres
Simoes Lourêiro, Kevin UL; Neumann, Sascha

in European Journal of Applied Linguistics (2020), 8(2), 157-180

As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights ... [more ▼]

As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres. [less ▲]

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See detailCollective Knowledge Production in Educational Ethnography: From Team-Ethnography to European Cooperation and Beyond
Maeder, Christoph; Kuhn, Melanie; Neumann, Sascha et al

Scientific Conference (2020, August)

Ethnography can be regarded as being inherently collaborative (see: Lassiter 2005). But if we accept ethnography as a collaborative, cooperative and joint production of knowledge, many questions namely ... [more ▼]

Ethnography can be regarded as being inherently collaborative (see: Lassiter 2005). But if we accept ethnography as a collaborative, cooperative and joint production of knowledge, many questions namely around cooperation within and between people, projects, disciplines, places, organizations and research teams etc. arise. In this panel discussion we want to explore and discuss questions and challenges of different levels of collaboration, or ways of working together in educational ethnography under the auspices of the production of knowledge on education. [...] [less ▲]

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See detail“Topographies of Early Childhood Education and Care – Perspectives from the intersection of childhood studies, human geography and educational research”
Bollig, Sabine UL; Neumann, Sascha

Scientific Conference (2016)

Modern childhood is not only characterized by age-related but also by spatial segregation, as children and their designated life worlds are mostly located in particular places separated from the rest of ... [more ▼]

Modern childhood is not only characterized by age-related but also by spatial segregation, as children and their designated life worlds are mostly located in particular places separated from the rest of society both physically and socially, as especially scholarly work on the ‘making of the child’ in the area of the so-called “New Social Studies of Childhood” has coined for. And, as the concept of children as active agents of their lives is also highly valued in this field, too, this perspective quickly raised questions about children’s own geographies, such as the unique places and spaces they actively create in their encounters with private and public spheres. With a special focus on such spatial processes the interdisciplinary subfield of children’s geographies emerged in the last twenty years, which is build up by a wide range of research on the physical, social, political and emotional geographies of children and childhood. In line with the so-called ‘spatial turn’ in social and cultural theories, this body of research is driven by the basic assumption that space is a fundamental category for all social processes and that spatial ‘entities’ like places, spaces, and scales are socially produced, engineered and constructed, and therefore, have to be considered both as an outcome of social relations and activities as well as a precondition for them. However, the consideration of space has also gained significance for educational research in the meanwhile as well. Today, ‘space’ is used in different ways to explore the theoretical, structural and political conditions of educational realities (Nugel 2014) and various approaches using spatial imaginations as analytical tools, are applied, like, for example field theory, discourse analysis or theories which are centered around the notions of assemblages, networks and arrangements. And, according to the international field of research, there are also a lot of studies, which document the increasing interest and potentials, in study the field of Early Childhood Education and Care (ECEC) with spatial perspectives and approaches. Those studies, for example, investigate how in a variety of multiple, layered, and coexisting lived spaces of day care services, the respective processes of education and care are maintained; and how children make use of those to gain control and agency. But, there is also a considerable strand of research that ask for the changing topographies and landscapes of ECEC and how those, for example, are bound to a “global educational space” or produced in the national and municipal policies affording processes like the re-spatialisation of “governable spaces of ECEC”. Against this background of ongoing research on the spatial dimension of early childhood (education and care), the symposium aims to explore the potentials and contributions of distinct spatial approaches for a better understanding of those certain geographies of ECEC. This will be done by bringing together scholarly work from different countries (Great Britain, Luxembourg, Sweden and Switzerland) and various disciplines and research fields (childhood studies, human geography, educational research). The presentations, which are all based on recently conducted empirical projects, range from the macro- to the microsociological level and also vary in respect to their theoretical concepts, methodological approaches and not least in respect to the empirical insights they offer in terms of how children’s living conditions and social positions are shaped by the respective production of particular spaces of ECEC. Presentations (see abstracts attached) Lesley Gallacher, Northumbria University/UK: ”Inhabiting early childhood environments: objects, materials, bodies and spaces” Sabine Bollig/Luxembourg “Diverse places, unequal spaces? A spatial approach to children’s enacted day care childhoods” Danielle von der Burgt/Katarina Gustafson, Uppsala/Sweden: “The mobile preschool as a potential for young children’s education and active citizenship in Swedish divided cities?” Sascha Neumann/Switzerland: “The Swiss Day Care Atlas. Reframing social reporting from the perspective of childhood sociology” [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 ▲]

Detailed reference viewed: 223 (2 UL)