Being (with) Batman -- Entangled Research Relations in Ethnographic Research in Early Childhood Education and Care

Autor/inn/en	Huf, Christina; Kluge, Markus
Titel	Being (with) Batman -- Entangled Research Relations in Ethnographic Research in Early Childhood Education and Care
Quelle	In: Ethnography and Education, 16 (2021) 3, S.248-262 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2021.1903961
Schlagwörter	Early Childhood Education; Child Care; Ethnography; Foreign Countries; Preschool Children; Child Development; Educational Needs; Play; Imagination; Student Centered Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Ethnografie; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Educational need; Bildungsbedarf; Spiel; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC's deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research's child-centredness. Building on ethnographic field notes from a nursery class in the Early Years Unit of an Infant School in England, the authors discuss how ethnographers become entangled into the phenomenon of child-centredness, and how this entanglement is central for ethnographers to become answerable and response-able to the field of ECEC. The paper suggests that Karen Barad's concept of "agential seperability" offers possibilities to explore how the individual child is enacted in ECEC and to understand, how ECEC is entangled into performing and producing children's need for education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01