Questioning Care: Ambiguous Relational Ethics between a Refugee Child, Her Parents and the Danish Welfare State

Autor/in	Bregnbaek, Susanne
Titel	Questioning Care: Ambiguous Relational Ethics between a Refugee Child, Her Parents and the Danish Welfare State
Quelle	In: International Journal of Inclusive Education, 25 (2021) 2, S.196-209 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bregnbaek, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1707303
Schlagwörter	Ethics; Ethnography; Refugees; Child Care Centers; Social Integration; Preschool Children; Preschool Teachers; Teaching Methods; Empathy; Public Policy; Family School Relationship; Foreign Countries; Phenomenology; Early Childhood Education; Indo European Languages; Second Language Learning; Problem Solving; Parent Attitudes; Denmark + Suchen Sie Ihr Suchwort? Ethik; Ethnografie; Flüchtling; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Soziale Integration; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; Öffentliche Ordnung; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Indoeuropäisch; Zweitsprachenerwerb; Problemlösen; Elternverhalten; Dänemark
Abstract	Drawing on ethnographic fieldwork, in this article, I tell the story of a particular Syrian family and their encounter with a day-care institution in Denmark -- and by extension with the Danish state. In doing so, I highlight how the initially legitimate worries and genuine care of the institution turned into a form of 'coercive concern' (Jaffe-Walter 2016) as the family failed to fully meet the requirements of the Danish educational/ integration regime. I show the problematic transition that occurred in the approach to Aisha as the pedagogues moved from seeing her as a vulnerable refugee in need of care to seeing her as a 'problem of integration'. Highlighting glimpses of alternative pedagogical approaches, which were co-present though undermined, I argue for the value of relational care as entailing emphatic listening and presence (Noddings 2013). I thus point to the value of doubt and dialogue, rather than a stifled form of certainty through adhering to specific pedagogical mantras vis-à-vis integration policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01