Parenting for digital literacy in Denmark and Germany: Exacerbating inequality by promoting alienating child-adult ontologies

Niklas Alexander Chimirri

Abstract

Inequality-promoting policy-making in Early Childhood Education and Care is alsoengrained in the ontological and epistemological concepts used in order to maintain and transform institutional practice. On the grounds of a qualitative-heuristic, phronetic analysis of online documents and ethnographic empirical material generated in daycare institutions in Germany and Denmark, the presentation exemplifies how current discourses on parenting for digital literacy
perpetuate alienating child-adult ontologies. It thereby exercises epistemological violence, which hampers transgenerational pedagogical collaboration and thus parents’, pedagogues’ and children’s possibilities for understanding themselves as citizens actively contributing to maintaining and transforming digital capitalism.

Original language	English
Publication date	2018
Publication status	Published - 2018
Event	26th International RECE conference 2018 : Inequality in Early Childhood Education and Care - DPU, Copenhagen, Denmark Duration: 14 Oct 2018 → 18 Oct 2018 Conference number: 26 http://www.receinternational.org/2018.html#sthash.pfkqokcq.dpbs

Conference

Conference	26th International RECE conference 2018
Number	26
Location	DPU
Country/Territory	Denmark
City	Copenhagen
Period	14/10/2018 → 18/10/2018
Internet address	http://www.receinternational.org/2018.html#sthash.pfkqokcq.dpbs

Cite this

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N2 - Inequality-promoting policy-making in Early Childhood Education and Care is alsoengrained in the ontological and epistemological concepts used in order to maintain and transform institutional practice. On the grounds of a qualitative-heuristic, phronetic analysis of online documents and ethnographic empirical material generated in daycare institutions in Germany and Denmark, the presentation exemplifies how current discourses on parenting for digital literacyperpetuate alienating child-adult ontologies. It thereby exercises epistemological violence, which hampers transgenerational pedagogical collaboration and thus parents’, pedagogues’ and children’s possibilities for understanding themselves as citizens actively contributing to maintaining and transforming digital capitalism.

AB - Inequality-promoting policy-making in Early Childhood Education and Care is alsoengrained in the ontological and epistemological concepts used in order to maintain and transform institutional practice. On the grounds of a qualitative-heuristic, phronetic analysis of online documents and ethnographic empirical material generated in daycare institutions in Germany and Denmark, the presentation exemplifies how current discourses on parenting for digital literacyperpetuate alienating child-adult ontologies. It thereby exercises epistemological violence, which hampers transgenerational pedagogical collaboration and thus parents’, pedagogues’ and children’s possibilities for understanding themselves as citizens actively contributing to maintaining and transforming digital capitalism.

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M3 - Conference abstract for conference

Y2 - 14 October 2018 through 18 October 2018

ER -

Parenting for digital literacy in Denmark and Germany: Exacerbating inequality by promoting alienating child-adult ontologies

Abstract

Conference

Other files and links

Parent networks in digital societies: Stories from the UK, Austria, Denmark and Portugal amidst COVID-19

Digitalising daycare institutions and the development of young children’s digital literacy

Parenting for Digital Literacy in Denmark and Germany: Between Techno-Invitationalism and Techno-Protectionism

CHoCA: From conflicting hopes to collaborative action (and back): Co-designing technology-mediated democratic practice across generational orderings

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Kindergarten children & media technologies - Young children's first-person perspectives on their relation to everyday media devices