Der Machtgewinn der Arbeitswelt über die Zeit der Kinder

Zeiher, Helga

doi:10.1007/978-3-322-81004-5_11

Cited by 13 publications

(2 citation statements)

References 5 publications

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“…On the one hand, childhood and youth is portrayed, even romanticized as a time of play, of innocence, of exploration, a time of learning, a time of trial and error (Baader, 2004;Dudek, 2002;Stecher, 2003). On the other hand, time in childhood and youth is restricted by tight societal and generational structures, that is, chains of care, institutional and family time tables, extracurricular activities (Wehr, 2009;Zeiher, 2005). Additionally, temporality in childhood and youth is considered different to adults perception and disposability of time and temporality (Wehr, 2009).…”

Section: British Library Cataloguing In Publication Datamentioning

confidence: 99%

Prelims

2022

Sociological Studies of Children and Youth

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Section: British Library Cataloguing In Publication Datamentioning

confidence: 99%

Prelims

2022

Sociological Studies of Children and Youth

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“…From the point of view of the sociology of childhood and knowledge, the above approaches can, first, be interpreted as an expression of the generational order which forms a powerful and constitutive part of the social order of society (Bühler-Niederberger, 2011). Second, they reveal that adult researchers attribute knowledge to children predominantly in the context of children’s immediate experiences and focus on their inside view (Zeiher, 2005). This reveals a social order of knowledge which is, again, connected to the generational order, a hierarchy between the two social groups of adults and children (Zinnecker, 1996).…”

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confidence: 99%

Children and Society

Betz

Kayser

2017

American Behavioral Scientist

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In Western societies, we can observe a social order of knowledge between adults and children which involves the adults’ knowledge (e.g., on social matters) being investigated, made accessible, and distributed. Children’s knowledge, on the other hand, has not been studied in its own right. In this article, we therefore wish to focus on children’s social knowledge by analyzing passages from qualitative interviews with 15 elementary school children (age 8-10; different social backgrounds) on their understanding first, of differences in academic achievement, and second, of wealth and poverty, as well as their ideas on how these two topics are related and (therefore) their belief in meritocracy and knowledge about inequality. By exploring the children’s perspectives, we aim to get a better understanding of societal power structures and dynamics. Our findings reveal a distinct understanding of societal stratification issues on the part of children which is strongly linked to their position as children and not so much to their social class affiliation. Moreover, the results hint at children making a stabilizing contribution to the generational and social order of society.

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Kinder und Kindheit

Bühler-Niederberger

2013

Handwörterbuch Zur Gesellschaft Deutschlands

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Der Machtgewinn der Arbeitswelt über die Zeit der Kinder

Cited by 13 publications

References 5 publications

Prelims

Prelims

Children and Society

Kinder und Kindheit

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