Promoting intergenerational knowledge creation in Danish childcare centres

Collaborative explorations of situated knowledges

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Abstract

For the past two decades, participatory decision-taking elements within the Danish welfare society have been under political pressure and are increasingly marginalized. Accordingly, political science has been as of late arguing that Denmark is rather to be understood as a competition state, rather than a welfare state. The implied turn towards New Public Management’s top-down steering rationales has also had a major impact on Danish childcare institutions, whose long-lasting tradition and well-acknowledged degree of professionalization created an idealized global image, which still tends to overshadow the empirical everyday reality experienced by the pedagogical staff, the parents, as well as the children. Increased monitoring and documentation demands, coupled with an ideology of efficiency that prioritizes early learning over children’s actual wellbeing, runs counter to many of the needs and wishes formulated bottom-up by those that constitute the social and material knowledge practices in a kindergarten.
The panel wishes to introduce into three research projects that are gathered in the newly established Danish Centre for Research in Early Childhood Education and Care. The panel’s papers collect their empirical material at different institutions, with differently aged collaborators, and via different participatory methods. Irrespectively, they all share the common goal of exploring meaningful knowledge from the political margins, from the points of view of pedagogical staff members, parents, and children. This requires methodologies that render it possible to investigate knowledge-creating practices from within everyday life lived at the respective institutions, which encompasses conceptualizing meaningful knowledge as situated in a specific, historically emerging practice. Each and every perspective on the pedagogical practice lived at the institution contributes to creating valuable knowledge. Past and current experiences of everyday life lived within and beyond the institution point to potentialities for transforming future childcare practices in ways that account for the various individuals’ needs and wishes, including their wellbeing in the here and now irrespective of age.
Each of the presentations focuses on different aspects of how bottom-up knowledge creation can question and challenge premeditated, top-down understandings of what it means to learn and in particular to live a good life: The first focus is put on pedagogues’ and parents’ understandings of the value(s) embedded in pedagogical work; the second focus is put on how the material arrangement of institutions communicates institutionally preferred understandings of digitalization, and how adults and children work on questioning and transforming these arrangements; finally, the focus is turned towards children’s ways of expressing knowledges through verbal and bodily interaction, and to how these knowledges are fundamental to conceptualize and explore so as to approximate children’s situated experiences of wellbeing.

Conference

Conference24th International RECE Conference
LocationWairakei Resort
CountryNew Zealand
CityTaupo
Period30/10/201603/11/2016
Internet address

Bibliographical note

Panel abstract

Cite this

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title = "Promoting intergenerational knowledge creation in Danish childcare centres: Collaborative explorations of situated knowledges",
abstract = "For the past two decades, participatory decision-taking elements within the Danish welfare society have been under political pressure and are increasingly marginalized. Accordingly, political science has been as of late arguing that Denmark is rather to be understood as a competition state, rather than a welfare state. The implied turn towards New Public Management’s top-down steering rationales has also had a major impact on Danish childcare institutions, whose long-lasting tradition and well-acknowledged degree of professionalization created an idealized global image, which still tends to overshadow the empirical everyday reality experienced by the pedagogical staff, the parents, as well as the children. Increased monitoring and documentation demands, coupled with an ideology of efficiency that prioritizes early learning over children’s actual wellbeing, runs counter to many of the needs and wishes formulated bottom-up by those that constitute the social and material knowledge practices in a kindergarten.The panel wishes to introduce into three research projects that are gathered in the newly established Danish Centre for Research in Early Childhood Education and Care. The panel’s papers collect their empirical material at different institutions, with differently aged collaborators, and via different participatory methods. Irrespectively, they all share the common goal of exploring meaningful knowledge from the political margins, from the points of view of pedagogical staff members, parents, and children. This requires methodologies that render it possible to investigate knowledge-creating practices from within everyday life lived at the respective institutions, which encompasses conceptualizing meaningful knowledge as situated in a specific, historically emerging practice. Each and every perspective on the pedagogical practice lived at the institution contributes to creating valuable knowledge. Past and current experiences of everyday life lived within and beyond the institution point to potentialities for transforming future childcare practices in ways that account for the various individuals’ needs and wishes, including their wellbeing in the here and now irrespective of age.Each of the presentations focuses on different aspects of how bottom-up knowledge creation can question and challenge premeditated, top-down understandings of what it means to learn and in particular to live a good life: The first focus is put on pedagogues’ and parents’ understandings of the value(s) embedded in pedagogical work; the second focus is put on how the material arrangement of institutions communicates institutionally preferred understandings of digitalization, and how adults and children work on questioning and transforming these arrangements; finally, the focus is turned towards children’s ways of expressing knowledges through verbal and bodily interaction, and to how these knowledges are fundamental to conceptualize and explore so as to approximate children’s situated experiences of wellbeing.",
author = "Chimirri, {Niklas Alexander}",
note = "Panel abstract; 24th International RECE Conference : He korero, he kaupapa, he whāriki – Kia tipu whakaritorito: Re-weaving theories and practices to re(construct) critical questions, new imaginings and social activism ; Conference date: 30-10-2016 Through 03-11-2016",
year = "2016",
language = "English",
url = "http://receinternational.org/2016.html#sthash.DKu3x3ol.dpbs",

}

Chimirri, NA 2016, 'Promoting intergenerational knowledge creation in Danish childcare centres: Collaborative explorations of situated knowledges' 24th International RECE Conference, Taupo, New Zealand, 30/10/2016 - 03/11/2016, .

Promoting intergenerational knowledge creation in Danish childcare centres : Collaborative explorations of situated knowledges. / Chimirri, Niklas Alexander.

2016. Abstract from 24th International RECE Conference, Taupo, New Zealand.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Promoting intergenerational knowledge creation in Danish childcare centres

T2 - Collaborative explorations of situated knowledges

AU - Chimirri, Niklas Alexander

N1 - Panel abstract

PY - 2016

Y1 - 2016

N2 - For the past two decades, participatory decision-taking elements within the Danish welfare society have been under political pressure and are increasingly marginalized. Accordingly, political science has been as of late arguing that Denmark is rather to be understood as a competition state, rather than a welfare state. The implied turn towards New Public Management’s top-down steering rationales has also had a major impact on Danish childcare institutions, whose long-lasting tradition and well-acknowledged degree of professionalization created an idealized global image, which still tends to overshadow the empirical everyday reality experienced by the pedagogical staff, the parents, as well as the children. Increased monitoring and documentation demands, coupled with an ideology of efficiency that prioritizes early learning over children’s actual wellbeing, runs counter to many of the needs and wishes formulated bottom-up by those that constitute the social and material knowledge practices in a kindergarten.The panel wishes to introduce into three research projects that are gathered in the newly established Danish Centre for Research in Early Childhood Education and Care. The panel’s papers collect their empirical material at different institutions, with differently aged collaborators, and via different participatory methods. Irrespectively, they all share the common goal of exploring meaningful knowledge from the political margins, from the points of view of pedagogical staff members, parents, and children. This requires methodologies that render it possible to investigate knowledge-creating practices from within everyday life lived at the respective institutions, which encompasses conceptualizing meaningful knowledge as situated in a specific, historically emerging practice. Each and every perspective on the pedagogical practice lived at the institution contributes to creating valuable knowledge. Past and current experiences of everyday life lived within and beyond the institution point to potentialities for transforming future childcare practices in ways that account for the various individuals’ needs and wishes, including their wellbeing in the here and now irrespective of age.Each of the presentations focuses on different aspects of how bottom-up knowledge creation can question and challenge premeditated, top-down understandings of what it means to learn and in particular to live a good life: The first focus is put on pedagogues’ and parents’ understandings of the value(s) embedded in pedagogical work; the second focus is put on how the material arrangement of institutions communicates institutionally preferred understandings of digitalization, and how adults and children work on questioning and transforming these arrangements; finally, the focus is turned towards children’s ways of expressing knowledges through verbal and bodily interaction, and to how these knowledges are fundamental to conceptualize and explore so as to approximate children’s situated experiences of wellbeing.

AB - For the past two decades, participatory decision-taking elements within the Danish welfare society have been under political pressure and are increasingly marginalized. Accordingly, political science has been as of late arguing that Denmark is rather to be understood as a competition state, rather than a welfare state. The implied turn towards New Public Management’s top-down steering rationales has also had a major impact on Danish childcare institutions, whose long-lasting tradition and well-acknowledged degree of professionalization created an idealized global image, which still tends to overshadow the empirical everyday reality experienced by the pedagogical staff, the parents, as well as the children. Increased monitoring and documentation demands, coupled with an ideology of efficiency that prioritizes early learning over children’s actual wellbeing, runs counter to many of the needs and wishes formulated bottom-up by those that constitute the social and material knowledge practices in a kindergarten.The panel wishes to introduce into three research projects that are gathered in the newly established Danish Centre for Research in Early Childhood Education and Care. The panel’s papers collect their empirical material at different institutions, with differently aged collaborators, and via different participatory methods. Irrespectively, they all share the common goal of exploring meaningful knowledge from the political margins, from the points of view of pedagogical staff members, parents, and children. This requires methodologies that render it possible to investigate knowledge-creating practices from within everyday life lived at the respective institutions, which encompasses conceptualizing meaningful knowledge as situated in a specific, historically emerging practice. Each and every perspective on the pedagogical practice lived at the institution contributes to creating valuable knowledge. Past and current experiences of everyday life lived within and beyond the institution point to potentialities for transforming future childcare practices in ways that account for the various individuals’ needs and wishes, including their wellbeing in the here and now irrespective of age.Each of the presentations focuses on different aspects of how bottom-up knowledge creation can question and challenge premeditated, top-down understandings of what it means to learn and in particular to live a good life: The first focus is put on pedagogues’ and parents’ understandings of the value(s) embedded in pedagogical work; the second focus is put on how the material arrangement of institutions communicates institutionally preferred understandings of digitalization, and how adults and children work on questioning and transforming these arrangements; finally, the focus is turned towards children’s ways of expressing knowledges through verbal and bodily interaction, and to how these knowledges are fundamental to conceptualize and explore so as to approximate children’s situated experiences of wellbeing.

M3 - Conference abstract for conference

ER -