“Doing Bedeutung” (Doing Meaning) – How children construct differences
(Universität Bielefeld. Faculty of Education)
||Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y Ciudadanías. Universidad Autónoma de Barcelona, Barcelona, 5-8 Septiembre 2008.
||In a society structured by migration and globalisation difference and belonging (man/ woman, National/ Non-national) are decisive for one’s life. From my theoretical point of view these belongings are no anthropologically constants or categories, on the contrary, they are produced in complicated social processes. In my doctoral – thesis I analyze this processes of the production of difference and belonging, referring to the idea of “Doing Difference” in a socialconstructivistic way, as well as the Cultural Studies. The focus lays on children and the institutional context of the Kindergarten in Germany. As the research follows a ‘discovering- research-style’ I don’t focus on any specific difference at first, but only assume that in social practices differences are produced interactively. Which specific differences they are, stays open at first. Within this idea of ethnographic research I give relevance to the context and to the children’s own importance. Understanding children and childhood as well as nothing natural and unspoiled, opens up the perspectives one can have on them and leads to the thesis that childhood can’t be a place to go for to examine the world before it is determined by socially relevant practices of differentiation. In my paper I firstly do a short overview on my theoretical and empirical assumptions of the ethnographical children’s-research I realize. Secondly I’ll focus on one ‘result’ from the first research-phase. I’ll show that one object of the interaction done by children is a process I’d like to describe with «Doing Bedeutung» (Doing meaning). After explaining the idea of the concept of “Doing Bedeutung” as a social practice and how it is related to “Doing Difference”, I thirdly think about it as a rather general principle of the production of social reality by connecting it with Foucaults understanding of discourse. I’ll finish by asking for possible consequences and challenges from my ‘result’ for the educational science and pedagogic.
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||article ; publishedVersion
Etnografia infantil ;
Jardí d'infància ;
Childhood ethnography ;
||EMIGRA working papers, Núm. 104 (2007) , p. 1-11, ISSN 2013-3804
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Record created 2012-09-07, last modified 2012-11-29