Playing with socially constructed identity positions: accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

OriginalsprogEngelsk
TitelReconceptualising Agency and Childhood : New perspectives in Childhood Studies
RedaktørerFlorian Esser, Meike S. Baader, Tanja Betz, Beatrice Hungerland
Antal sider14
Udgivelses stedLondon & New York
ForlagRoutledge
Publikationsdato2016
Sider119-132
Kapitel8
ISBN (Trykt)978-1-138-85419-2
ISBN (Elektronisk)978-1-315-72224-5
StatusUdgivet - 2016
NavnRoutledge Research in Education
Nummer161

Emneord

  • barndom
  • Metode
  • positionering
  • agency
  • Empowerment
  • forhandling

Citer dette

Warming, H. (2016). Playing with socially constructed identity positions: accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops. I F. Esser, M. S. Baader, T. Betz, & B. Hungerland (red.), Reconceptualising Agency and Childhood: New perspectives in Childhood Studies (s. 119-132). London & New York: Routledge. Routledge Research in Education, Nr. 161
Warming, Hanne. / Playing with socially constructed identity positions : accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops. Reconceptualising Agency and Childhood: New perspectives in Childhood Studies. red. / Florian Esser ; Meike S. Baader ; Tanja Betz ; Beatrice Hungerland. London & New York : Routledge, 2016. s. 119-132 (Routledge Research in Education; Nr. 161).
@inbook{baac8d21cb314b03b653f1a9cb94e6d2,
title = "Playing with socially constructed identity positions: accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops",
keywords = "barndom, Metode, positionering, agency, Empowerment, forhandling",
author = "Hanne Warming",
year = "2016",
language = "English",
isbn = "978-1-138-85419-2",
pages = "119--132",
editor = "Florian Esser and Baader, {Meike S.} and Tanja Betz and Hungerland, {Beatrice }",
booktitle = "Reconceptualising Agency and Childhood",
publisher = "Routledge",

}

Warming, H 2016, Playing with socially constructed identity positions: accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops. i F Esser, MS Baader, T Betz & B Hungerland (red), Reconceptualising Agency and Childhood: New perspectives in Childhood Studies. Routledge, London & New York, Routledge Research in Education, nr. 161, s. 119-132.

Playing with socially constructed identity positions : accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops. / Warming, Hanne.

Reconceptualising Agency and Childhood: New perspectives in Childhood Studies. red. / Florian Esser; Meike S. Baader; Tanja Betz; Beatrice Hungerland. London & New York : Routledge, 2016. s. 119-132.

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

TY - CHAP

T1 - Playing with socially constructed identity positions

T2 - accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops

AU - Warming, Hanne

PY - 2016

Y1 - 2016

KW - barndom

KW - Metode

KW - positionering

KW - agency

KW - Empowerment

KW - forhandling

M3 - Book chapter

SN - 978-1-138-85419-2

SP - 119

EP - 132

BT - Reconceptualising Agency and Childhood

A2 - Esser, Florian

A2 - Baader, Meike S.

A2 - Betz, Tanja

A2 - Hungerland, Beatrice

PB - Routledge

CY - London & New York

ER -

Warming H. Playing with socially constructed identity positions: accessing and reconstructing children's perspectives and positions through ethnographic fieldwork and creative workshops. I Esser F, Baader MS, Betz T, Hungerland B, red., Reconceptualising Agency and Childhood: New perspectives in Childhood Studies. London & New York: Routledge. 2016. s. 119-132. (Routledge Research in Education; Nr. 161).