Results 41-60 of 115.
Bookmark and Share    
See detailEmpirie des Pädagogischen und Empirie der Erziehungswissenschaft: Beobachtungen erziehungswissenschaftlicher Forschung
Dinkelaker, Jörg; Meseth, Wolfgang; Neumann, Sascha UL et al

Book published by Klinkhardt - Klinkhardt Forschung (2016)

Detailed reference viewed: 93 (7 UL)
See detailDie Erziehungswissenschaft, ihr Gegenstand und ihre Empirie. Sondierungen im Spannungsfeld zwischen traditionellen Kontroversen und reflexiver Empirisierung
Dinkelaker, Jörg; Meseth, Wolfgang; Neumann, Sascha UL et al

in Dinkelaker, Jörg; Meseth, Wolfgang; Rabenstein, Kerstin (Eds.) et al Empirie des Pädagogischen und Empirie der Erziehungswissenschaft. Beobachtungen erziehungswissenschaftlicher Forschung (2016)

Detailed reference viewed: 55 (0 UL)
Full Text
Peer Reviewed
See detailLost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education
Neumann, Sascha UL

in Global Education review (2015), 2(1), 23-39

Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals ... [more ▼]

Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals. Accordingly, the question of how to deal with linguistic diversity represents one of the biggest challenges in the professional debate about early childhood education in Luxembourg. The article will refer to this issue on the basis of several insights stemming from an ethnographic study in Luxembourgish daycare centers which was conducted between 2009 and 2012 by the working group Early Childhood: Education and Care at the University of Luxembourg. The study explored practices professionals apply to come up with the superdiverse and translingual environment in order to meet the political expectation of promoting foreign children’s competences before they enter school. Based on the empirical investigations of everyday language use in center-based early childhood education, the article will not only characterize two different modes of language promotion (institutional monolingualization in one language and institutional monolingualization in several languages) but also highlight the ambiguities of those language promotion practices which, although facing a translingual environment, are still based on a multilingual standard. [less ▲]

Detailed reference viewed: 233 (14 UL)
Full Text
See detailWelche Qualität für wen? Leerstellen einer (immer noch) aktuellen Debatte
Neumann, Sascha UL

Article for general public (2015)

Detailed reference viewed: 52 (1 UL)
Peer Reviewed
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)

Detailed reference viewed: 116 (2 UL)
Full Text
Peer Reviewed
See detailApproaching the Complexities of Educational Realities. An Introduction
Bollig, Sabine UL; Honig, Michael-Sebastian UL; Neumann, Sascha UL et al

in Bollig, Sabine; Honig, Michael-Sebastian; Neumann, Sascha (Eds.) et al MultiPluriTrans in Educational Ethnography. Approaching the Multimodality, Plurality and Translocality of Educational Realities (2015)

Detailed reference viewed: 242 (12 UL)
Full Text
Peer Reviewed
See detailVerstehen und Befremden. Objektivierungen des ‚Anderen’ in der ethnographischen Forschung
Kuhn, Melanie; Neumann, Sascha UL

in Zeitschrift für Qualitative Forschung (2015), 16(1), 25-42

Central to the present essay is the question, how the ‘other’ is constituted as a topic of ethnographic research. This question is addressed by using the example of ethnographic migration research. The ... [more ▼]

Central to the present essay is the question, how the ‘other’ is constituted as a topic of ethnographic research. This question is addressed by using the example of ethnographic migration research. The different ways of objectifying the ‚other‘ are discussed within the context of two different methodological strategies of ethnographic research which are currently the most prominent strands. Those strands refer in various ways to the guiding ethnographic difference between strangeness and familiarity: on the one hand the approach of understanding the supposedly ‘strange’ lifeworlds and perspectives of various social actors and on the other hand the approach of rendering the familiar strange. It is seen that these ways of objectification tend to either transcend a postulated difference between the own and other or consciously produce precisely that break from what is allegedly familiar. In conclusion, also the similarites of both strands are discussed against the background of the emphasized differences between the ways of objectification. By doing so, the question is also raised to what extend it is actually a matter of categorial different varieties of an ethnographic access to reality. [less ▲]

Detailed reference viewed: 121 (8 UL)
Full Text
See detailMachbarkeitsstudie "Betreuungsatlas Schweiz": Die Geographie betreuter Kindheit
Neumann, Sascha UL; Tinguely, Luzia; Hekel, Nicole UL et al

Report (2015)

Detailed reference viewed: 77 (3 UL)
Full Text
Peer Reviewed
See detailFamilienbilder und Bilder ‚guter’ Elternschaft. Zur Bedeutung eines konstitutiven, aber vernachlässigten Moments pädagogischer Professionalität
Bauer, Petra; Neumann, Sascha UL; Sting, Stephan et al

in Neue Praxis : Zeitschrift für Sozialarbeit, Sozialpädagogik und Sozialpolitik (2015), Sonderheft 12

Detailed reference viewed: 449 (9 UL)
See detailPraktiken der Ein- und Ausschließung in der Sozialen Arbeit
Kommission Sozialpädagogik; Bauer, Petra; Dollinger, Bernd et al

Book published by Beltz Juventa (2015)

Detailed reference viewed: 139 (3 UL)
Peer Reviewed
See detailDie sozialen Bedingungen der Bildung. Beobachtungen im Feld der Frühpädagogik.
Neumann, Sascha UL

in Thompson, Christiane; Jergus, Kerstin; Breidenstein, Georg (Eds.) Interferenzen. Perspektiven kulturwissenschaftlicher Bildungsforschung (2014)

Detailed reference viewed: 89 (4 UL)
Peer Reviewed
See detailBildungskindheit als Professionalisierungsprojekt. Zum Programm einer kindheitspädagogischen Professionalisierungs(folgen)forschung
Neumann, Sascha UL

in Betz, Tanja; Cloos, Peter (Eds.) Kindheit und Profession (2014)

Detailed reference viewed: 160 (2 UL)
Full Text
See detailWarum eigentlich frühkindliche Bildung?
Neumann, Sascha UL

Article for general public (2014)

Detailed reference viewed: 103 (7 UL)
Full Text
See detailVon Diversität zu Differenz: Ethnographische Beobachtungen zum Umgang mit Plurilingualität in frühpädagogischen Settings
Neumann, Sascha UL; Seele, Claudia UL

in Tervooren, Anja; Engel, Nicolas; Göhlich, Michael (Eds.) et al Ethnographie und Differenz in pädagogischen Feldern: Internationale Entwicklungen erziehungswissenschaftlicher Forschung (2014)

Detailed reference viewed: 278 (18 UL)
Full Text
Peer Reviewed
See detailOn Multifaceted Commonality. Theories of Social Pedagogy in Germany
Sandermann, Philipp; Neumann, Sascha UL

in International Journal of Social Pedagogy (2014), 3(1), 15-29

This paper makes an attempt to interpret the German debate on social pedagogy as a multifaceted perspective that nonetheless shows a striking commonality. To exemplify this, we intentionally focus on ... [more ▼]

This paper makes an attempt to interpret the German debate on social pedagogy as a multifaceted perspective that nonetheless shows a striking commonality. To exemplify this, we intentionally focus on dominant theories of social pedagogy in Germany, which declaredly aim to directly answer the question of what social pedagogy is. However, to contribute to a clearer understanding of social pedagogy as a theoretical phenomenon, it is not sufficient to only describe these theories and the various ideas of social pedagogy they generate. Instead, it is essential to deconstruct how exactly these theories objectify their numerous assumptions on social pedagogy. We will therefore argue that it is worthwhile to focus not too narrowly on what dominant theories of social pedagogy in Germany objectify as social pedagogy. Instead, we suggest a careful analysis of how social pedagogy is commonly being objectified. Our hypothesis is that prominent theories of social pedagogy in Germany reify social pedagogy by using a distinct ontological mode of objectification. This mode we see as a common structure, regardless of the different objects of social pedagogy that the respective approaches end up with. Beyond mere critique, we intend to also explain this mode at the end of our paper, and raise the question whether it might point to a broader concept of how theories of social pedagogy and social work are usually being generated in Germany and beyond. [less ▲]

Detailed reference viewed: 158 (5 UL)
See detailHeilpädagogische Frühförderung in Kindertageseinrichtungen: Qualitätsmaßstäbe unter der Lupe
Burger, Kaspar; Neumann, Sascha UL

in Schweizerische Zeitschrift für Heilpädagogik (2014), 6/2014

Detailed reference viewed: 90 (3 UL)
See detailMultiPluriTrans. Emerging Fields in Educational Ethnography. Introduction to the conference
Bollig, Sabine UL; Neumann, Sascha UL

Scientific Conference (2013, November 21)

Detailed reference viewed: 70 (6 UL)