Compartmentalisation of Children's Lives and Parents' Knowledge: The Filtered Collaboration between Families and ECEC

Publikation: KonferencebidragPaperForskningpeer review

Publikationsdato23 sep. 2021
StatusAccepteret/In press - 23 sep. 2021
BegivenhedThe making and doing of family in, through and with education and social work - Trier University (Hybrid conference), Trier, Tyskland
Varighed: 22 sep. 202124 sep. 2021


KonferenceThe making and doing of family in, through and with education and social work
LokationTrier University (Hybrid conference)
AndetThe Covid-19 pandemic and its related measures have starkly demonstrated <br/>how deeply the way(s) in which families see themselves, conduct their <br/>everyday life, relate their members to each other and assign responsibilities, <br/>duties and resources to them depends upon (welfare)state regulations, <br/>allocations and institutions. The services and organisations of public education <br/>and social work play a crucial role here, as they function as the ‘public‘ <br/>complements to the ‘private‘ family, which support, supplement, and replace <br/>but also monitor the family’s duties in caring for and educating, protecting <br/>and socially supporting their members. Public education, social work and the <br/>family are, therefore, not only relational societal institutions. Education and <br/>social work services are – all the more so in the face of this partial ‘shut <br/>down’ – everyday social arenas, where ‘the family‘ is practically addressed, <br/>normalized, responsibilized, civilized, politicized, etc. and negotiated <br/>alongside the everyday encounters of family members with respective <br/>organisations and professionals. Over the course of the Corona-related developments, we have witnessed how <br/>‘public/private’ duties intermingle in new ways not only spatially, but also <br/>with regard to the actors themselves and their (increasingly digital) forms of <br/>interaction. ‘Social distancing’, too, has been acquiring a special connotation <br/>with regard to the relationship between family, education and social work as <br/>responsibilities of care and support are experiencing some kinds of <br/>(temporary) shifts. And in regard to multi-local family constellations, the <br/>question of who, in which organizational context, is to be counted as a <br/>member of the family appears more evident than ever. All of this has brought <br/>new restrictions and possibilities of negotiating and enacting ‘the family‘ in <br/>regard to public services. Even before these pandemic times, however, the ways in which people enact <br/>their families with regard to processes of ‘being made’ through <br/>organisations/services in education and social work have become the subject <br/>of a growing body of research. This is, on the one side, due to the ongoing <br/>transformation with regard to how (post-welfare)states govern their citizens <br/>and the respective blurring and/or activation of public/private boundaries. <br/>On the other side, it relates to the increasing heterogeneity, plurality and <br/>fluidity of families and the variety in their becoming, as well as to the ever <br/>more transnational, multi-local and virtual spaces of family life. Against this <br/>backdrop, family is no longer understood as a pre-given, natural entity, but <br/>as a practical accomplishment that requires ongoing family practices (e.g. <br/>Morgan 2011), a doing family (e.g. Jurczyk, Lange &amp; Thiessen 2014) or <br/>making relatedness (e.g. Carsten 2004) and kinning/de-kinning (e.g. Fonseca <br/>2011). The way in which this making and doing of families is related to public <br/>services becomes apparent when, for instance, couples transform their <br/>relationships while being addressed as responsible mothers and fathers in <br/>early intervention services, or when children come to know about and <br/>perform themselves as members of certain families in day care and schools. <br/>Moreover, the situational plasticity of the family is part of young people’s <br/>maintenance of complex relationships with their ‘families-in-absence’ in child <br/>and youth homes, or the displaying of family affairs in child protection or <br/>adoption cases and family reunification proceedings of unaccompanied <br/>minor refugees – procedures which, by nature, seek to codify who belongs in <br/>Trier University Faculty I - Education Research and Working Group Social Pedagogy II Head: Prof. Dr. Sabine Bollig 54296 Trier | Germany <br/> <br/> Confirmed Guest Speakers Jürgen Budde (Flensburg) <br/>Florian Eßer (Osnabrück) <br/>Eva Gulløv (Copenhagen) <br/>Sarah Hall (Manchester) <br/>Almut Peukert (Hamburg) <br/> <br/> <br/> which ways to children’s families. Transnational families, however, have to <br/>modify their care practices not just in relation to migration regimes but also <br/>to national educational institutions. They are, therefore, also a good example <br/>of the unequal distribution of social resources for doing (or undoing) family <br/>in the context of the fiercer than ever societal conflicts about which caring <br/>networks are recognizable as proper families, and of the neglect of care <br/>obligations and desires of transnational care-workers or other vulnerable <br/>groups. However, this disproportionate division of resources also becomes <br/>apparent in the so-called educational partnerships between families and <br/>child and youth services or schools, as well as in the ways certain groups of <br/>people, such as LGBTQ+, migrants, mobile people, or unemployed, single or <br/>co-parenting families struggle with carrying out their family practices while <br/>being treated as ‘different‘ or ‘failing‘ families through and in the services of <br/>education and social work - or find social support precisely within such <br/>services, and so on. The conference addresses this relational making and doing of family in, <br/>through and with education and social work by calling for conference <br/>contributions which inquire into the discursive and material production of ‘the <br/>family’ through organisations and services in education and social work, in <br/>relation to the everyday practices of ‘doing family’ among their <br/>heterogeneous members. It aims to bring together researchers from certain <br/>disciplines and research fields to foster a transdisciplinary discussion towards <br/>research approaches and insights, as well as the conceptual and <br/>methodological challenges in researching these relational processes. We are especially looking forward to contributions that address, but are not <br/>limited to <br/> the material and discursive practices of doing and making family in, <br/>through and with education and social work, e.g. (co-)parenting, <br/>fathering, kinning/belonging, educating/caring as well as the <br/>balancing of work and care duties, boundary work, etc.; <br/> the modes of doing and making family in, through and with education <br/>and social work, with special emphasis on the emotional, material, spatial and bodily dimensions of those practices; <br/> the actors of doing and making family in, through and with education and social work, and the genuine perspectives and contributions of certain <br/>addressees of education and social work – parents, children, <br/>adolescents, families, etc. – or of (semi-)professionals and <br/>organizations; this also includes actor-networks, assemblages and <br/>posthuman entanglements; <br/> the societal, political and welfare state contexts of doing and making <br/>family in, through and with education and social work, such as post-<br/>welfare state arrangements, austerity, globalization, racism, <br/>pandemics, climate change, etc., in addition to the growing social <br/>diversity and related discourses and politics; <br/> the diverse conceptual perspectives (e.g. inequality, gender, welfare, <br/>childhood, intersectionality, transnationality, mobility, care ethics, ...) <br/>and methods of researching the doing and making family in, through and <br/>with education and social work. <br/>We are currently exploring alternative modes of presentation in addition to <br/>the customary paper sessions and, after reviewing the abstracts received, we <br/>may come back to you with a respective idea for your presentation. Please, <br/>feel free to make suggestions as well!

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