Andresen / Diehm / Sander Children and the Good Life

New Challenges for Research on Children
1. Auflage 2010
ISBN: 978-90-481-9219-9
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 203 Seiten

In April 2009, an inspiring international conference was held at Bielefeld on the topic 'Children and the Good Life: New Challenges for Research on Children.' The focus was on how we can define and measure a 'good life' for children growing up in the modern world. This tied in with discussions on how convincing universalistic theories are, what research on children can contribute, and how children themselves can be integrated into the research process and debates on the 'good life.' Discourses and the production of knowledge on the 'good life' or 'well-being' require a guiding idea or a theoretical frame. This frame can come from the feminist ethic of care or from the Human and Children's Rights Convention, from the idea of welfare, or from the Capability Approach.

Andresen: Theory and History of Education, Childhood and Children Studies, Poverty, Family Research, Capability Research, Children's Rights and Needs Diehm: Education and Migration, Children and Childhood, Early Childhood Education, Education and Gender Sander: Research on Youth Culture and Growing up, Media Research, Qualitative Social Research Ziegler: Capability Approach, Education and Welfare, Social Work, Children and Adolescence

Autoren/Hrsg.

Andresen, Sabine

Diehm, Isabell

Sander, Uwe

Ziegler, Holger

Inhaltsverzeichnis

1;Contents;6
2;Contributors;8
3;Introduction;10
3.1;References;15
4;Part I Children and the Good Life: Theoretical Challenges;16
4.1;1 Introduction;16
4.2;References;19
4.3;Modern Children and Their Well-Being: Dismantling an Ideal;22
4.3.1;1 The Data Source: Children's Surveys;24
4.3.2;2 The Findings: Migration Background, Social Class and Gender Shape Childhood;25
4.3.3;3 The Shortcomings: Concept and Method Distort the Picture;27
4.3.4;4 Monitoring Child Well-Being: Possibilities and Limitations;30
4.3.5;5 Outlook: Disastrous Consequences of a Skewed Perception of Childhood;34
4.3.6;References;35
4.4;Children, the Feminist Ethic of Care and Childhood Studies: Is This the Way to the Good Life?;38
4.4.1;1 Introduction;38
4.4.2;2 Feminist Ethic of Care;39
4.4.3;3 Children and Well-Being;42
4.4.4;4 Feminism and Childhood Studies;44
4.4.5;5 Formation of Alliances;45
4.4.6;References;47
4.5;Childhood Welfare and the Rights of Children;49
4.5.1;1 Introduction;49
4.5.2;2 Social Welfare and Human Rights;49
4.5.3;3 The Social Welfare of Childhood;51
4.5.3.1;3.1 Children's Rights;51
4.5.3.2;3.2 The Deal Between Society, the Family and the State;53
4.5.4;4 How Children Experience Their Well-Being;56
4.5.5;5 Conclusions;57
4.5.6;References;58
4.6;Children and Their Needs;60
4.6.1;1 Introduction;60
4.6.2;2 Theories of Human Needs;61
4.6.2.1;2.1 Psychological Need Concepts;62
4.6.2.2;2.2 Sociological Need Approaches;65
4.6.2.3;2.3 Needs from the Perspective of the Capabilities Approach;66
4.6.3;3 Focusing Research on the Needs of Children;68
4.6.4;4 Need Theories and the Well-Being of Children: Provisional Conclusion;72
4.6.5;References;74
5;Part II The Capability Approach and Research on Children;76
5.1;1 Introduction;76
5.2;2 The Concept of the Child Within NSCS: Problems from a Capabilities Perspective;76
5.3;3 Action Research with Children: Problems from a Capabilities Perspective;77
5.4;4 A Productive Combination of Childhood Research and a Capabilities Perspective;78
5.5;References;80
5.6;The Capability Approach and Research on Children: Capability Approach and Children's Issues;81
5.6.1;1 Capability Approach and Children: A Review of Empirical Analyses;81
5.6.2;2 Children and Evolving Capabilities;87
5.6.3;3 A First Investigation Using a Focus Group Discussion;90
5.6.4;4 Conclusions;92
5.6.5;References;92
5.7;Subjective Well-Being and Capabilities: Views on the Well-Being of Young Persons;96
5.7.1;1 The Subjective Well-Being Perspective;96
5.7.2;2 The Capabilities Perspective;101
5.7.3;References;104
5.8;Language Education—For the “Good Life”?;107
5.8.1;1 Introduction;107
5.8.2;2 The Relevance of Language and Literacy in the Context of the Capabilities Approach;108
5.8.3;3 Language Education as Making Capabilities Possible?;110
5.8.4;4 Conditions of Language Education—Reconstructed by Way of Participant Observation;112
5.8.5;5 Conclusion and Prospects;116
5.8.6;References;117
6;Part III Children's Perspectives: Methodological Critiques and Empirical Studies;119
6.1;1 Introduction;119
6.2;References;121
6.3;Biographical Research in Childhood Studies: Exploring Children's Voices from a Pedagogical Perspective;123
6.3.1;1 Introduction;123
6.3.2;2 Biographical Research with Children: The World of the Child (II);124
6.3.3;3 Methodological Design;125
6.3.3.1;3.1 Results;126
6.3.4;4 Ongoing Research: ``Growing Happy'';128
6.3.4.1;4.1 Starting Point;129
6.3.4.2;4.2 Fieldwork;129
6.3.5;5 Conclusion;132
6.3.6;References;133
6.4;Researching Identities, Difference, Subjectivities and Social Relations in Childhood Within Multi-ethnic Infant and Primary School Settings;134
6.4.1;1 Introduction;134
6.4.2;2 The Theorising of `Whiteness', `Race/Ethnicity';136
6.4.3;3 Negotiating Differences in Developing a Racialised Self;137
6.4.4;4 `Othering' Difference;138
6.4.5;5 Conclusion and Implications;141
6.4.6;References;142
6.5;Childhood Studies in Turkey;143
6.5.1;1 Introduction;143
6.5.2;2 Childhood in the Early Years of the Republic of Turkey;144
6.5.3;3 Children and Gender in Numbers in Turkey;145
6.5.4;4 Relationship Between the State and Children;146
6.5.5;5 Childhood Studies in Turkey;147
6.5.6;6 Kag?tç?ba¸s?’s Model of Child Development and Personality Formation;149
6.5.7;7 Research on Infant and Child Mortality in Göçkent, Istanbul;150
6.5.8;8 Rural Childhoods in Delaney's Ethnography;151
6.5.9;9 Childhood Is Sinless: Childhood Paralleled in Cosmology;152
6.5.10;10 Urban Childhoods in Memoirs, Diaries and Autobiographies;153
6.5.11;11 Prejudices, Discrimination, Present Day Islamophobia and Beyond;154
6.5.12;12 Conclusion;156
6.5.13;References;157
7;Part IV Structural Conditions and Children in Different National Contexts;160
7.1;1 Introduction;160
7.2;References;162
7.3;Child Poverty—Social and Economic Policy for Children;164
7.3.1;1 Spreading of Poverty;164
7.3.2;2 Children with a Migration Background;165
7.3.3;3 Life in Permanent Poverty;165
7.3.4;4 Poverty as a Developmental Risk;166
7.3.5;5 Child Poverty and Health;167
7.3.6;6 Child Poverty and Education;168
7.3.7;7 Social Resources, Networks and Social Integration;169
7.3.8;8 Lack of Jobs and Education;170
7.3.9;9 Social and Economic Policy for Children;171
7.3.10;10 Health Policy for Poor Children;172
7.3.11;11 Policy for Best Practice;173
7.3.12;References;174
7.4;Well-Being of Children in Turkey;177
7.4.1;1 Introduction;177
7.4.2;2 Manifestation of Poverty in Contemporary Turkey;178
7.4.3;3 The Situation of Children in Turkey;181
7.4.4;4 Social Protection Mechanisms;183
7.4.5;5 Conclusion;184
7.4.6;References;186
7.5;Roma Children and Social Exclusion in Lithuania: Sociological Approach to Human Development;188
7.5.1;1 Roma in Lithuania: Baseline Situation;188
7.5.2;2 Roma and Public Education System;189
7.5.3;3 Social Context of Children's Experiences;192
7.5.4;4 Roma Integration Policy Context;198
7.5.5;References;200
7.6;Index;201