The Radicalization of the Self – “Beyond” Generational Order: German Children's Literature as a Case Study

Bühler-Niederberger, Doris

doi:10.1016/s1537-4661(04)10006-8

Cited by 2 publications

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“…Others have enquired into these questions using a range of theoretical approaches; for example Hutchby and Moran-Ellis (1998) in relation to the socially situated understanding of children’s competence and Mayall (2001) in relation to children’s experience of their moral status in relation to adults. Bühler-Niederberger’s (2005) analysis of generational order employs a conception of the ‘social self’, and draws attention to the often unseen functional competencies of young children, in a way that strongly echoes recognition theory without mentioning it explicitly. Alanen (2011) argues persuasively for childhood sociology to be founded on a relational ontology that understands childhood as a generational phenomenon, and for the use of Bourdieu’s conceptual framework as an analytic tool.…”

Section: Resultsmentioning

confidence: 99%

Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition

Thomas

2012

Childhood

134

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Recent attempts to theorise children's participation have drawn on a wide range of ideas, concepts and models from political and social theory. The aim of this paper is to explore the specific usefulness of Honneth's theory of a 'struggle for recognition' in thinking about this area of social practice. The paper identifies what is distinctive about Honneth's theory of recognition, and how it differs from other theories of recognition. It then considers the relevance of Honneth's conceptual framework to the social position of children, including those who may be involved in a variety of 'participatory' activities. It looks at how useful Honneth's ideas are in direct engagement with young people's praxis, drawing on ethnographic research with members of a children and young people's forum. The paper concludes by reflecting on the implications of this theoretical approach and the further questions which it opens up for theories of participation and of adult-child relations more generally.

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Section: Resultsmentioning

confidence: 99%

Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition

Thomas

2012

Childhood

134

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Persisting Inequalities

Bühler-Niederberger

Krieken

2008

Childhood

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This article analyses the central themes running through the collection of papers in this special issue of Childhood, which were all given as papers at the XVI Durban World Congress of Sociology, 23—29 July 2006. These themes encompass the ways in which global processes of social change combining modernity with tradition have become important for both the perception of childhood and for childrens real lives. They also include the ways in which those processes intertwined with social inequalities — of gender, generation and socioeconomic status — among children and between children and other age groups. The article goes on to provide an outline of the ways in which more general theoretical concerns in the sociology of childhood globally are related to local situations, to a variety of practical settings, to the conceptual concerns in different sociological fields and other social science disciplines in South Africa, Ethiopia, Taiwan, Germany, Sweden, and Italy.

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The Radicalization of the Self – “Beyond” Generational Order: German Children's Literature as a Case Study

Cited by 2 publications

References 5 publications

Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition

Love, rights and solidarity: Studying children’s participation using Honneth’s theory of recognition

Persisting Inequalities

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