Relevanz und Funktion von Differenzkonstruktionen im Alltag integrativer Kindertageseinrichtungen
Anna Beutin und Katja Flämig
Diese Publikation zitieren
Anna Beutin, Katja Flämig, Relevanz und Funktion von Differenzkonstruktionen im Alltag integrativer Kindertageseinrichtungen (2018), Beltz Juventa, 69469 Weinheim, ISSN: 0943-5484, 2018 #03, S.163
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Beschreibung / Abstract
Für die Teilhabe von Menschen mit Behinderung gilt die UN-Behindertenrechtskonvention als rechtliche Grundlage. Was jedoch Teilhabe in der institutionalisierten Kindertagesbetreuung konkret bedeutet und unter welchen Bedingungen sie von den Akteur*innen im Feld realisiert wird, ist noch wenig empirisch erforscht. In dem Beitrag wird - entgegen der Normativität des Begriffs aus praxistheoretischer Perspektive - aufgezeigt, wie pädagogische Fachkräfte und Kinder in ihren alltäglichen Interaktionszusammenhängen in der Kita am "doing difference" (West/ Fenstermaker 1995) beteiligt sind. Die empirisch-analytische Rekonstruktion von ethnografischen Beobachtungen zeigt eine enge Abhängigkeit von Differenzkonstruktionen und den pädagogischen Situationen, in denen sie Relevanz erhalten.
Schlüsselworte: Ethnografie, Kindertageseinrichtung, Differenz, Teilhabe, Praxistheorie
The UN Convention on the Rights of Persons with Disabilities serves as the legal basis for the inclusion and participation of people with disabilities in society. However, there is currently a lack of empirical research on what "participation" actually means in the institution of day care centres and under which conditions actors in the field of childcare accomplish it. In this article, the authors disagree with the normativity of the concept of "participation" and instead adopt a practice theoretical approach in order to shed light on how educational staff and children are involved in "doing difference" (West/Fenstermaker 1995) through their everyday interactions with one another. The empirical-analytical reconstruction of ethnographic observations reveals a high level of interdependence between constructions of difference and the educational situations in which they gain relevance.
Keywords: ethnography, day care centres, difference, participation, practice theory
Schlüsselworte: Ethnografie, Kindertageseinrichtung, Differenz, Teilhabe, Praxistheorie
The UN Convention on the Rights of Persons with Disabilities serves as the legal basis for the inclusion and participation of people with disabilities in society. However, there is currently a lack of empirical research on what "participation" actually means in the institution of day care centres and under which conditions actors in the field of childcare accomplish it. In this article, the authors disagree with the normativity of the concept of "participation" and instead adopt a practice theoretical approach in order to shed light on how educational staff and children are involved in "doing difference" (West/Fenstermaker 1995) through their everyday interactions with one another. The empirical-analytical reconstruction of ethnographic observations reveals a high level of interdependence between constructions of difference and the educational situations in which they gain relevance.
Keywords: ethnography, day care centres, difference, participation, practice theory