Striated agency and smooth regulation: kindergarten mealtime as an ambiguous space for the construction of child and adult relations

Hansen, Stine Rosenlund; Hansen, Mette Weinreich; Kristensen, Niels Heine

doi:10.1080/14733285.2016.1238040

Cited by 10 publications

(14 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dies wird auch anhand von Essenssituationen in dänischen Kindergärten mit dem theoretischen Blickwinkel von "striated und smoothing spaces" (im Sinne von vorgegebener und offener Raum) gezeigt (vgl. Hansen et al 2017;vgl. auch "weite und enge Räume für die Nahrungsaufnahme" bei Tull 2021). Essenssituationen in Kitas werden dabei als ein Netz aus materiellen, diskursiven und menschlichen Elementen analysiert und zwei gegensätzliche, aber koexistierende Perspektiven herausgearbeitet: zum einen Essen als eine Situation für die Konstruktion von "future beings", zum anderen als eine Situation für Gemütlichkeit, die die Essenden als "here-and-now beings" hervorhebt (vgl.…”

Section: K 1 Essenssituationen In Kitas Aus Unterschiedlichen Forschu...unclassified

Handlungsräume in Essenssituationen – zur Agency von Kindern in Kindertagesstätten

Schlattmeier

2022

Soz Passagen

View full text Add to dashboard Cite

ZusammenfassungEssenssituationen in Kindertagesstätten (Kitas) sind komplex und vielschichtig. Darauf bezugnehmende Studien nehmen häufig gesundheitliche, erzieherische, bildungsrelevante sowie körperdisziplinierende Aspekte in den Fokus. Der vorliegende Artikel rückt jedoch die Kinder und deren Agency in den Fokus. Essenssituationen werden hier als Inszenierungen gesehen, und mit einer agencytheoretischen Perspektive wird danach gefragt, wie Essenssituationen in einer Kita inszeniert werden und wie sich darin Agency von Kindern zeigt. Der Artikel basiert auf der Analyse von Beobachtungsprotokollen aus dem Dissertationsprojekt „Agency von Kindern in der Kita“. Es wird herausgearbeitet, wie sich erstens die unterschiedlichen Essenssituationen in einer Kita voneinander unterscheiden. In diesen Unterschiedlichkeiten wird zweitens dargestellt, wie die Kinder in allen Essenssituationen eigene Handlungsräume wie Schweige‑, Erzähl- oder (Sprach‑)Spielräume herstellen oder sie sich eine Bühne in der Gruppe schaffen. Zusätzlich zeigt der Artikel auf, dass durch die Agency der Kinder auch Handlungsräume für die Fachkräfte entstehen, z. B. Austausch- und Organisationsräume.

show abstract

Section: K 1 Essenssituationen In Kitas Aus Unterschiedlichen Forschu...unclassified

Handlungsräume in Essenssituationen – zur Agency von Kindern in Kindertagesstätten

Schlattmeier

2022

Soz Passagen

View full text Add to dashboard Cite

show abstract

“…They find that focusing on 'taken-for-granted' activities such as daily eating, enables knowledge of socialization, identities, and hierarchies in childhoods as well as a recognition of the mutuality between space and everyday activities. In such a vein, Rosenlund Hansen, Hansen, and Kristensen (2017) discuss ECEC mealtimes as an ambiguous space for complex processes in child-adult relations where tensions arise due to the daily meal simultaneously being a homelike and educational space that is under negotiation by children and pedagogues. Valentine (2000) has pinpointed school dining halls as spaces more or less absent of adults and hence important for understanding children's social life as well as the social order of school.…”

Section: Meal Practices In Preschoolsmentioning

confidence: 99%

“…One aim is to provide the children with healthy food, however, research shows that meals are also arenas for socialization, where norms and values are negotiated (e.g. Ochs and Shohet 2006;Punch, McIntosh, and Emond 2010;Rosenlund Hansen, Hansen, and Kristensen 2017). In this study, we approach meals as a locus for socialization processes related to the socio-spatial organization of the mobile preschool.…”

Section: Introductionmentioning

confidence: 99%

Embodied spatial learning in the mobile preschool: the socio-spatial organization of meals as interactional achievement

Bowden

Gustafson

2021

Children's Geographies

View full text Add to dashboard Cite

This study explores meals as a locus for children's socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study investigates how children and pedagogues create space for meals inside the bus and in outdoor spaces. The results demonstrate how the socio-spatial organization is made relevant as a learning object in interactions between pedagogues and children, and between peers. Knowledge of the socio-spatial organization is shown to constitute a critical aspect of competent participation in the mobile preschool. A trajectory in the children's embodied spatial learning is discerned, from socio-spatial configurations as objects of instructions to embodied habits.

show abstract

“…Such events serve to interrupt the commonly invoked adult-child dichotomy that frames child-intiated activity as automatically more empowering or democratic. At the same time, this is not to deny the well-documented asymmetries of adult-child power relations, or the ways in which adults influence and regulate children, (Duhn, 2006;Hansen, Hansen, & Kristensen, 2016), which are also explored in this thesis. to shapes to the shape-focused work evident in SJ's portfolio and referred to in Clare's interview, suggests that the episode may be as much about SJ's effort to find a topic of interest to sustain a conversation with Clare as the other way around.…”

Section: Reseacher Videoing and Visitsmentioning

confidence: 99%

“…They were seen as important for teachers to get to know children personally. Of interest here also is the time, patience and willingness appearing to be spent prioritising children's selfreliance (Hansen et al, 2016).…”

Section: Episode 6: the Broom-machine: Jacob And Companionsmentioning

confidence: 99%

Navigating the entanglements: Curriculum and assessment priorities in transitioning to school in Aotearoa-New Zealand

Haggerty¹

View full text Add to dashboard Cite

<p>This thesis critically examines the curriculum and assessment priorities children encounter as they transition from early childhood to school and the modes of being, doing, knowing, and relating these priorities promote or make difficult. An initial focus on children’s multimodal ways of operating shifted as this study progressed toward a more relational materialist conception of multimodality, drawing on the thinking of Gilles Deleuze, Felix Guattari and Karen Barad. A key focus became tracing the heterogeneous forces and entities that authorise and prioritise particular constructions of learning and learners. The thesis follows the curriculum and assessment priorities six focus children met with in their last six months at kindergarten and their first six months in a new entrant classroom, and explores how these priorities relate to those of the children and their families. Data drawn on include a range of policy and practice-related documentation, interviews, fieldnotes and video-recorded observations. Excerpts of video are incorporated into the thesis as ‘cases to think with’ about key dimensions of everyday pedagogical activity not well represented by words. While it may be a truism to say children navigate the move from early childhood to school differently, this thesis brings attention to the multiplicity of forces at play in how this move unfolds for particular children. It offers critical insights into the complex ways the global, local and ‘here and now’ specificities operate in entanglement to produce pedagogical priorities and learner-subjectivities. It highlights that the curriculum and assessment priorities for children in this study being/becoming new entrants strongly favoured children who were lingusitically adept, and willing and able to adjust to tightly prescribed classroom normativities, many of which centred around control of the body. This thesis challenges the ongoing privileging of the verbal, arguing for the importance of making space for children’s other modes of being, doing, knowing and relating. It questions the recent narrowing and intensifying emphasis on standards-based assessment and the strongly individualistic, regulatory discourse of self-managing learners. It foregrounds the ways in which transition to school agendas have escalated nationally and internationally and become part of day-to-day curriculum and assessment priorities. On the basis of these findings I call for greater ethical regard for the heterogeneity of children and the capacities they bring and are capable of, including the capacity to engage with ‘real world’ multiplicity and difference-making interconnectivities with human and more-than-human others.</p>

show abstract

Striated agency and smooth regulation: kindergarten mealtime as an ambiguous space for the construction of child and adult relations

Cited by 10 publications

References 29 publications

Handlungsräume in Essenssituationen – zur Agency von Kindern in Kindertagesstätten

Handlungsräume in Essenssituationen – zur Agency von Kindern in Kindertagesstätten

Embodied spatial learning in the mobile preschool: the socio-spatial organization of meals as interactional achievement

Navigating the entanglements: Curriculum and assessment priorities in transitioning to school in Aotearoa-New Zealand

Contact Info

Product

Resources

About