Kindheitskörper. Leibliche, pädagogische und gesellschaftliche Produktionen von Körperlichkeit im Kindesalter

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2017), 38(1),

Kinder als Akteure oder als Partizipanden von Praktiken? Zu den Herausforderungen für eine akteurszentrierte Kindheitssoziologie durch Praxistheorien

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2014), 34(3), 263-279

The article deals with the question how new practice theories could provide the Social Studies of Childhood with more advanced theoretical and analytical perspectives. In the first section, the ... [more ▼]

The article deals with the question how new practice theories could provide the Social Studies of Childhood with more advanced theoretical and analytical perspectives. In the first section, the theoretical references on the agency concept in Childhood Studies are taken under revision. These have conceptualized agency up to now mainly oriented towards classical theories of action and the dualism of structure and agency. In contrast to this classical conception, the relation between sociality, agency and actors as conceived in practice theories is presented in the main section in three consecutive steps: 1. The corporeality and material-mental structure of practices is reflected; 2. the role of artefacts in the structuration and reproduction of practices is discussed; 3. the practice-theoretical change of perspective from intentionally acting human actors to multiple participants of practice and to agency as an effect of practices is pointed out. In the concluding part, the challenges of these practice theoretical reflections to Childhood Studies are elaborated: Insofar as agency is not only conceptualized as an incorporated (and to be biographically incorporated) characteristic of children as persons but also as an effect of practices, it is more understood as depending on situations and more variable, context sensitive and complex as in the Childhood Studies so far. Practice theories thereby open up differentiated heuristic perspectives for Childhood Studies. In return, Childhood Studies also challenge practice theory in its adult-centrism. [less ▲]

Organisationales Lernen ‚vom Kinde aus’? Eine organisationsethnografische Fallstudie zum secondary adjustment einer frühpädagogischen Einrichtung.

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 ▲]

Ethnografie der Frühpädagogik. Einführung in den Themenschwerpunkt

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

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

Zur Positionalität der Forschenden in der ethnographischen Bildungsforschung. Tagungsbericht zur "Oxford Ethnography and Education Conference 2010" vom 6. bis 8. September 2010 in Oxford, UK

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

Ordnungen der Erziehungswirklichkeit. Einführung in den Themenschwerpunkt

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2011), 31(1), 4-11

Die Ordnung der Familie als Präventionsressource. Informelle Entwicklungsdiagnostik in Vorsorge- und Schuleingangsuntersuchungen am Beispiel kindlicher Fernsehnutzung.

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2009), 29(2), 157-174

The paper emphasizes the importance of informal diagnostic procedures in routine paediatric and medical school entry check-ups (Kindervorsorge- und Einschulungsuntersuchungen) from the perspective of ... [more ▼]

The paper emphasizes the importance of informal diagnostic procedures in routine paediatric and medical school entry check-ups (Kindervorsorge- und Einschulungsuntersuchungen) from the perspective of cultural analysis. Analysing the ethnographic data we demonstrate how diagnostic knowledge is built up in the course of interaction between paediatrician, parent, and child and which effects appear. The empirical analysis focuses on the paediatrician’s investigation into the child habits of watching television. This informal element of the physician’s diagnosis is specifically suitable to show how the paediatrician assesses the family’s lifestyle and its educational potential and how he uses this information to diagnose the need for prevention. We will argue that the interactive transformation of the focus of medical observation and treatment from “children” to “parents and children” – that means to the relationship between generations –, points out the dependency on the context and institutional logic in constructing diagnostic knowledge regarding developmental processes of children. It is shown as well in which way societal expectations on the generational relations in families are shaped in these preventive examinations of development. [less ▲]

Späte Würdigung. ErziehungswissenschaftlerInnen forschen mit Bourdieu

in Zeitschrift für Soziologie der Erziehung und Sozialisation = Journal for Sociology of Education and Socialization (2006), 26(1), 83-87