References of "Schnoor, Oliver 40020892"
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See detailZwischen Stille und Stimme. Frühpädagogik als schweigsames Beobachten
Schnoor, Oliver UL; Neumann, Sascha UL

in Geiss, Michael; Magyar-Haas, Veronika (Eds.) Zum Schweigen. Macht/Ohnmacht in Erziehung und Bildung (2015)

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See detailOrganisationales Lernen ‚vom Kinde aus’? Eine organisationsethnografische Fallstudie zum secondary adjustment einer frühpädagogischen Einrichtung.
Schnoor, Oliver UL; Seele, Claudia UL

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2013), 33(1), 42-61

The article reconstructs the initial institutionalisation of a Luxembourgian Maison Relais pour Enfants by analysing its coping with a crisis as a process of organisational learning. The case encompasses ... [more ▼]

The article reconstructs the initial institutionalisation of a Luxembourgian Maison Relais pour Enfants by analysing its coping with a crisis as a process of organisational learning. The case encompasses the complex relationships between a child (who triggers the crisis), the child’s parents and the childcare centre as an organisation under change. First, some pertinent organisation-sociological references (change; “loose coupling”) are worked up theoretically, discussed in the light of ethnographies of pedagogical organisations, and criticised with respect to applications in pedagogical fields (organisation development). These discussions lead to tentative outlines of an organisational ethnographic methodology. The following processual presentation of the organisational ethnographic case study yields, finally, the basis for some analytic abstractions which elaborate organisation-sociological theorems with regard to early childcare institutions and connect them with questions of the sociology of childhood. Thereby, both the organisation’s adaptive performances, which are integrated into the everyday life by way of institutional practices, and the constitutive contribution of the children to the success (or failure, respectively) of the organisation become apparent. [less ▲]

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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 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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