Marlies Kustatscher
Biographic Data
| ID | 3600447 |
|---|---|
| NAME | Marlies Kustatscher |
| GIVEN NAMES | Marlies |
| FAMILY NAME | Kustatscher |
| SIGNATURE | KUSTATSCHER M |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0002-6469-8175 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Combining insights from ontological insecurity and moral panics
Children are ambivalently positioned as both threats and redemptive agents to adult hopes and dreams. Bringing together concepts from ontological insecurity and moral panics, this article analyses media discourses in the United Kingdom on young children’s learning and development during and after the COVID-19 pandemic. Three themes are discussed: how children’s learning deficits become the subject of concern, how claims behind this discourse are …
Young people’s resistance within and against unjust systems
This article establishes a dialogue between the fields of participatory action research, social innovation and social entrepreneurship, by presenting learning from two projects with young people in Colombia and critically situating it within intersectional, intergenerational and international power relations. We suggest that social innovation and social entrepreneurship should be considered as avenues to change and transformation as possible outc…
Which children, whose childhoods? How the Covid-19 pandemic has amplified epistemic power struggles in early childhood education
Global intersecting crises, such as the COVID-19 pandemic, the climate emergency, and the shrinking of civic space, increasingly unveil and amplify deep systemic inequalities. A growing body of literature shows that the COVID-19 pandemic has significantly disrupted the learning and development of young children, especially for those already experiencing inequalities. This article draws on a critical discourse analysis of a literature review commi…
Practitioner inquiry
In this paper, we present an argument for Practitioner Inquiry (PI). We briefly introduce PI, and we indicate how PI recasts the professional and political role of the Early Years Practitioner (practitioner). At the core of this article is the work of the early childhood pioneer, Friedrich Froebel (1782–1852). Froebel provided principles to support the continued professional development of practitioners. We draw on data from our Froebelian Future…
Rethinking child and youth activism in challenging times
Data sharing is not applicable to this article as no new data were created or analyzed in this study
Children’s Rights to Education – Where is the Weight for Children’s Views
This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concer…
Young children's social class identities in everyday life at primary school
This article explores young children's social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around 'diversity' and social class in the school context. Drawing on ethnographic fieldwork with 5- to 7-year-olds, it shows the emotional and embodied aspects through which social class differences are performed in the children's intra- and intergenerational interactions, and the implic…
Travelling with intersectionality across time, place and space
This special issue is inspired by the debates generated by our Scottish Universities Insight Institute international seminar series entitled: Children’s Rights, Social Justice and Social Identities
The emotional geographies of belonging
This article examines the role of emotions for young children’s social identities of ethnicity, race, nationality, class, gender and culture in the context of a Scottish primary school. It argues that emotions contribute to how intersectional identities are performed in children’s peer relationships within the discourses available to them, and that analysing emotions is crucial for understanding how children’s intersectional belongings come to be…
The emotional geographies of belonging
This article examines the role of emotions for young children’s social identities of ethnicity, race, nationality, class, gender and culture in the context of a Scottish primary school. It argues that emotions contribute to how intersectional identities are performed in children’s peer relationships within the discourses available to them, and that analysing emotions is crucial for understanding how children’s intersectional belongings come to be…
Young children's social class identities in everyday life at primary school
This article explores young children's social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around 'diversity' and social class in the school context. Drawing on ethnographic fieldwork with 5- to 7-year-olds, it shows the emotional and embodied aspects through which social class differences are performed in the children's intra- and intergenerational interactions, and the implic…
Travelling with intersectionality across time, place and space
This special issue is inspired by the debates generated by our Scottish Universities Insight Institute international seminar series entitled: Children’s Rights, Social Justice and Social Identities
Travelling with intersectionality across time, place and space
This special issue is inspired by the debates generated by our Scottish Universities Insight Institute international seminar series entitled: Children’s Rights, Social Justice and Social Identities
The emotional geographies of belonging
This article examines the role of emotions for young children’s social identities of ethnicity, race, nationality, class, gender and culture in the context of a Scottish primary school. It argues that emotions contribute to how intersectional identities are performed in children’s peer relationships within the discourses available to them, and that analysing emotions is crucial for understanding how children’s intersectional belongings come to be…
Young children's social class identities in everyday life at primary school
This article explores young children's social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around 'diversity' and social class in the school context. Drawing on ethnographic fieldwork with 5- to 7-year-olds, it shows the emotional and embodied aspects through which social class differences are performed in the children's intra- and intergenerational interactions, and the implic…
Children’s Rights to Education – Where is the Weight for Children’s Views
This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concer…
Practitioner inquiry
In this paper, we present an argument for Practitioner Inquiry (PI). We briefly introduce PI, and we indicate how PI recasts the professional and political role of the Early Years Practitioner (practitioner). At the core of this article is the work of the early childhood pioneer, Friedrich Froebel (1782–1852). Froebel provided principles to support the continued professional development of practitioners. We draw on data from our Froebelian Future…
Rethinking child and youth activism in challenging times
Data sharing is not applicable to this article as no new data were created or analyzed in this study
Combining insights from ontological insecurity and moral panics
Children are ambivalently positioned as both threats and redemptive agents to adult hopes and dreams. Bringing together concepts from ontological insecurity and moral panics, this article analyses media discourses in the United Kingdom on young children’s learning and development during and after the COVID-19 pandemic. Three themes are discussed: how children’s learning deficits become the subject of concern, how claims behind this discourse are …
Young people’s resistance within and against unjust systems
This article establishes a dialogue between the fields of participatory action research, social innovation and social entrepreneurship, by presenting learning from two projects with young people in Colombia and critically situating it within intersectional, intergenerational and international power relations. We suggest that social innovation and social entrepreneurship should be considered as avenues to change and transformation as possible outc…
Which children, whose childhoods? How the Covid-19 pandemic has amplified epistemic power struggles in early childhood education
Global intersecting crises, such as the COVID-19 pandemic, the climate emergency, and the shrinking of civic space, increasingly unveil and amplify deep systemic inequalities. A growing body of literature shows that the COVID-19 pandemic has significantly disrupted the learning and development of young children, especially for those already experiencing inequalities. This article draws on a critical discourse analysis of a literature review commi…
Children's Rights and Participation (7 works) · Sociology (6 works) · Early Childhood Education and Development (4 works) · Gender Studies (4 works) · Gender Studies (4 works) · Political science (4 works) · Psychology (4 works) · Law (3 works) · Law (3 works) · Politics (3 works)