Parenting for digital literacy in Denmark and Germany

Exacerbating inequality by promoting alienating child-adult ontologies

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

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 languageEnglish
Publication date2019
Publication statusPublished - 2019
Event26th International RECE conference 2018 : Inequality in Early Childhood Education and Care - DPU, Copenhagen, Denmark
Duration: 14 Oct 201818 Oct 2018
Conference number: 26
http://www.receinternational.org/2018.html#sthash.pfkqokcq.dpbs

Conference

Conference26th International RECE conference 2018
Number26
LocationDPU
CountryDenmark
CityCopenhagen
Period14/10/201818/10/2018
Internet address

Cite this

@conference{99d6280ea3a141ec92092abe13b0204d,
title = "Parenting for digital literacy in Denmark and Germany: Exacerbating inequality by promoting alienating child-adult ontologies",
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 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.",
author = "Chimirri, {Niklas Alexander}",
year = "2019",
language = "English",
note = "26th International RECE conference 2018 : Inequality in Early Childhood Education and Care, RECE 2018 ; Conference date: 14-10-2018 Through 18-10-2018",
url = "http://www.receinternational.org/2018.html#sthash.pfkqokcq.dpbs",

}

Chimirri, NA 2019, 'Parenting for digital literacy in Denmark and Germany: Exacerbating inequality by promoting alienating child-adult ontologies' 26th International RECE conference 2018 , Copenhagen, Denmark, 14/10/2018 - 18/10/2018, .

Parenting for digital literacy in Denmark and Germany : Exacerbating inequality by promoting alienating child-adult ontologies. / Chimirri, Niklas Alexander.

2019. Abstract from 26th International RECE conference 2018 , Copenhagen, Denmark.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Parenting for digital literacy in Denmark and Germany

T2 - Exacerbating inequality by promoting alienating child-adult ontologies

AU - Chimirri, Niklas Alexander

PY - 2019

Y1 - 2019

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.

UR - http://receinternational.org/pdf/20181015_RECE2018_FINAL_PROGRAMME.pdf

M3 - Conference abstract for conference

ER -