"Doing parenthood" within ambivalent orders of recognition.

Autor/in	Peukert, Almut
Titel	"Doing parenthood" within ambivalent orders of recognition.
Quelle	Aus: Bollig, Sabine (Hrsg.); Groß, Lisa (Hrsg.): Practicing the family. The doing and making of family in, with and through social work and education. Bielefeld: transcript (2024) S. 123-138 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Pedagogy
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	2703-1047; 2703-1055
ISBN	978-3-8376-6281-8; 978-3-8394-6281-2
DOI	10.25656/01:32412 10.14361/9783839462812-008
URN	urn:nbn:de:0111-pedocs-324129
Schlagwörter	Interview; Familienform; Familie; Familienforschung; Familiensoziologie; Stiefkind; Adoption; Eltern; Homosexualität; Sozialpädagogik; Soziale Arbeit; Exklusion; Vielfalt; Bildungseinrichtung; Deutschland
Abstract	Of general knowledge - at least in sociological, social work and anthropological research - is the fact that conceptions of the family institution and daily practices of families have pluralized. Moreover, the diversity of families has become more visible over the past decades. However, we can still observe that some families are more equal or rather, different than others. Therefore, some questions arise that may be worth examining: Who is considered a parent and what is a family? Based on interviews with families beyond the heterosexual two-parent norm, the author analyses the recognition of non-normative families and parenthood. How are parenthood and family practiced and what are the kinds of experiences of social inequality, inclusion, and/or exclusion that these families cope with? These questions led her to the reconstruction of family narratives. Considering inclusion and exclusion as key characteristics of recognition order, she focuses on two specific fields relevant to social work: stepchild adoption and interactions with educational institutions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3