The making and doing of migrant (m)others in Germany - subjectivation in the context of early childhood education and care.

Autor/inn/en	Schwenker, Vanessa; Sandermann, Philipp
Titel	The making and doing of migrant (m)others in Germany - subjectivation in the context of early childhood education and care.
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. 175-191 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	10.25656/01:32415 10.14361/9783839462812-011
URN	urn:nbn:de:0111-pedocs-324152
Schlagwörter	Interview; Gender; Familie; Familiensoziologie; Mutter; Ethnografie; Frühpädagogik; Sozialpädagogik; Sorge; Migrant; Migrantin; Deutschland
Abstract	The contribution will present empirical data from two parent groups. One group is closely linked to a federal parenting education programme in Germany. The other group became largely independent of this programme over time. The authors explored how parents who have children below the age of six and are perceived as 'women' and 'culturally different' are constructed as 'migrant mothers in Germany'. The authors will show that, empirically, the figure of the 'migrant mother' serves as an essential, intersectional reference point in the context of ECEC as she reconstructs the hierarchical practices in this field. In order to elaborate the nature of this process, the authors will first outline our theoretical and methodological perspective as well as their data corpus. They will then present some key findings from their analysis before discussing their research in light of recent academic debates on the interrelations between education, migration, family, and gender in ECEC. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3