Child Well-Being as a Cultural Construct: Analytical Reflections and an Example of Digital Cultures

Fegter, Susann

doi:10.1007/978-3-030-67167-9_2

Cited by 5 publications

(4 citation statements)

References 51 publications

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“…A central characteristic of the CUWB study is the understanding of well-being as a social and cultural construct, as opposed to defining well-being as an objective or subjective construct (see Fattore et al, 2019). This picks up discussions that have critically highlighted the normativity and cultural contingency of well-being in the course of an increased inclusion of positive indicators in child indicator research (Andresen, 2014;Fattore et al, 2019;Fegter, 2021). According to the discussions, not only the degree or extent of objective and subjective well-being depends on social and cultural factors but also how well-being is experienced.…”

Section: Methodsmentioning

confidence: 99%

“…One of the challenges for research that starts from children's perspectives is to not authenticate children's voices (Fattore et al, 2019;Hunner-Kreisel & Kuhn, 2010;Machold, 2015), and instead to systematically include the social and cultural contexts into the analysis. For this purpose, the CUWB study uses various epistemological approaches, e.g., standpoint theory, the sociology of knowledge or discourse theory (see Fegter, 2021), as well as ecological and socio-spatial theories. The data collections follow a shared research protocol that involves qualitative interviews, participant observations, or group discussion and applies a variety of child-oriented methods that aim to offer children appropriate forms of articulation in the context of each specific local condition (Fattore et al, 2021;Mogensen et al, 2023).…”

Section: Methodsmentioning

confidence: 99%

“…For the analysis, we worked with a discourse analysis approach (Fegter, 2021). Its concept of discourse refers to a praxeological reading of Foucault (Wrana, 2015).…”

Section: Methodsmentioning

confidence: 99%

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Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Fegter

Kost

2023

Int. Journal on Child Malt.

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This paper aims to contribute to the theory on school-related well-being by applying a qualitative approach that focuses on children’s experiences during the Covid-19 pandemic and conceptualizes them as an epistemic opportunity to reconstruct aspects of school-related well-being from children’s perspectives. Within the framework of the multinational qualitative study Children’s Understandings of Well-being (CUWB), it conceptualizes well-being as a cultural construct and argues for including children’s voices in the process of knowledge production. By drawing on statements from online interviews with 11- to 14-year-old children from Berlin, Germany in spring 2021 during school lockdown and by using a discourse analytical approach, the paper outlines the findings on visibility as a central feature of well-being in school environments that children make relevant for experiences of agency, security, and self. Visibility in school is constructed as a medium of control that subjects their bodies to norms of the school, exposes the individual to the gaze of others, and provides security in the context of the digital sphere and its temptations. The paper argues to systematically include these reflections and assessments of new digital learning arrangements during the Covid-19 pandemic into theoretical concepts on school-related well-being.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Fegter

Kost

2023

Int. Journal on Child Malt.

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“…It is essential to properly understand the outcomes of social media and its influence on children's well-being (Best, Manktelow, & Taylor, 2014). Well-being is described as the determinant of physiological, cognitive, and social health of the individual (Fegter & Mock, 2019). If the child spends too much time on social media websites it enhances the positive as well as negative influences of these activities on their overall wellbeing (Goh, Bay, & Chen, 2015).…”

Section: Introductionmentioning

confidence: 99%

Nurturing Social Inclusion among Children through Social Media: Exploring Stories of Mothers from Sargodha

Quratulain,

Uzair-ul-Hassan,

Parveen

2023

Pak. J. Humanit. Soc. Sci

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Early childhood connections of children have a big impact on their grownup lives. Social media and peer relationships are two aspects of early life that have rapidly grown in recent years. Social media have been significantly impacting young learners over the past few years. In order to better understand how social media can foster social inclusion in early childhood and connect with peers, our study examined the experiences of twenty mothers. Stories of social connections at home and at school emerged from interviews with mothers whose children attended private schools in Sargodha city. Working within the qualitative paradigm, the data received from mothers was analyzed. Initial coding derived us to surface categories and themes. Based on the study's findings, it was revealed that using social media responsibly and positively can foster social inclusion for establishing peer connections in the early years of childhood. Social media promote social interaction, social involvement and collaboration among children. The study further revealed the influential effects of social media on children's social inclusion with respect to communication, self-confidence, and feelings of togetherness in distanced spaces to overcome social isolation.

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Introduction

Fattore¹,

Fegter²,

Hunner-Kreisel³

2021

Children’s Concepts of Well-Being

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Child Well-Being as a Cultural Construct: Analytical Reflections and an Example of Digital Cultures

Cited by 5 publications

References 51 publications

Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic

Nurturing Social Inclusion among Children through Social Media: Exploring Stories of Mothers from Sargodha

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