Christina Huf
Biographic Data
| ID | 6807510 |
|---|---|
| NAME | Christina Huf |
| GIVEN NAMES | Christina |
| FAMILY NAME | Huf |
| SIGNATURE | HUF C |
| AFFILIATIONS | University of Münster |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Jahrgangsmischung als Irritation des Zeitregimes der Jahrgangsklasse? Lernbiographische Erfahrungen von Schüler*innen eines Schulversuchs
Der Artikel fragt danach, wie erzählte Lernerfahrungen von Schüler*innen einen Beitrag dazu leisten, Zeit als zentrales Medium der Handlungskoordination von Schule zu verstehen. Ausgehend von der Annahme, dass die Jahrgangsmischung das Zeitregime von Schule irritieren könne, analysiert der Beitrag Interviews von Schüler*innen im Schulversuch PRIMUS, für den die Jahrgangsmischung von Klasse 1-10 konstitutiv ist. Die mit der Grounded Theory Methode…
Richter, Sophia (2019): Pädagogische Strafen in der Schule – Eine Ethnografische Collage. Beltz Juventa: Weinheim und Basel, 280 S
Bibliographie: Huf, Christina: Richter, Sophia (2019): Pädagogische Strafen in der Schule – Eine Ethnografische Collage. Beltz Juventa: Weinheim und Basel, 280 S., ZISU – Zeitschrift für interpretative Schul- und Unterrichtsforschung, 11 (2022), S. 187-191. https://doi.org/10.3224/zisu.v11i1.13 ----- Open-Access-Lizenz: Dieser Beitrag ist ab dem 17.06.2022 im Open Access unter der Creative-Commons-Lizenz CC BY 4.0 (Namensnennung 4.0 International…
Being (with) batman – entangled research relations in ethnographic research in early childhood education and care
This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes …
What matters in early childhood education and care? The contribution of ethnographic research
This special issue aims at provoking discussion on the systematic contribution that ethnographic studies in the field of Early Childhood Education and Care (ECEC) can make to enquire into the quest
Ethnographic research in childhood institutions: Participations and entanglements
Drawing on a critical debate in the social studies of childhood on the empowerment of children to participate in research, the paper illustrates how ethnographic research in childhood institutions has the potential to destabilise hierarchic power relationships towards an open, dynamic, playful engagement between ethnographer, children, and the material of the classroom. Ultimately, we suggest that conceptualizations from new posthumanist material…
Kindheitsforschung und ›Neuer Materialismus‹
Im anglo-amerikanischen Diskurs werden in der jüngeren Zeit vermehrt Publikationen vorgelegt, die eine ›re-orientation, ein re-thinking oder auch ein reimagining der Kindheitsforschung versprechen und dazu auf Autor/innen rekurrieren, die dem sogenannten New Materialism zugeordnet werden oder sich selber zuordnen (vgl. z. B. Spyrou/Rosen/Cook 2018). Unter dem Anspruch des Neuen Materialismus schreibende Wissenschaftler/innen – wie z. B. Karen Bar…
Schulentwicklungsforschung als qualitative Prozessanalyse
The normativity of the helping child – meta-ethnographic perspectives on individualised learning in age-mixed classrooms
This paper discusses possibilities of synthesising ethnographic data. This discussion implies a critical appraisal of the methodology of ‘Meta-Ethnography’. Taking Noblit’s and Hare’s concept of Meta-Ethnography as a starting point to develop their own practice of synthesising data, the paper suggests to reconsider the possibility to bring in primary data into the synthesis, to involve primary researchers and to develop a grounded theoretical syn…
Social orders and interactions among children in age-mixed classes in primary schools – new perspectives from a synthesis of ethnographic data
The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's authority and institutional rules are intricately interwoven into the social orders of the peer culture…
Children's agency during transition to formal schooling
Children's transition to school is a key issue in early years of education. Research in this field points to the counterintuitive possibility that the transition to school may actually lead to a reduction rather than a facilitation of children's agency. The paper presents findings of a longitudinal comparative ethnography on children's transition from fields of early childhood education to primary school in England and Germany. Building on theore…
Feld und Theorie: Herausforderungen Erziehungswissenschaftlicher Ethnographie
Über Felder, Theorien und Horizonte ethnographischer Forschung in der Erziehungswissenschaft – eine Einleitung
Ein befremdender Blick auf die Wochenplanarbeit - Lernprozesse im Anfangsunterricht aus der Perspektive von Schulanfängerinnen
In Abgrenzung von der áexclusive power of adults in defining children“ (Alanen 1998, p. 58) wird von VertreterInnen der Kindheitsforschung seit mehreren Jahren dafür gestritten, Kinder als kompetente Akteure und Konstrukteure ihrer sozialen Wirklichkeit zu verstehen (vgl. Behnken/Zinnecker 2001; Breidenstein/ Kelle 1998; Honig/ Lange/ Leu 1999; James 2001; Kelle/ Breidenstein 1996; Zinnecker 1996b; Zinnecker 1999)
Ethnographic research in childhood institutions: Participations and entanglements
Drawing on a critical debate in the social studies of childhood on the empowerment of children to participate in research, the paper illustrates how ethnographic research in childhood institutions has the potential to destabilise hierarchic power relationships towards an open, dynamic, playful engagement between ethnographer, children, and the material of the classroom. Ultimately, we suggest that conceptualizations from new posthumanist material…
Children's agency during transition to formal schooling
Children's transition to school is a key issue in early years of education. Research in this field points to the counterintuitive possibility that the transition to school may actually lead to a reduction rather than a facilitation of children's agency. The paper presents findings of a longitudinal comparative ethnography on children's transition from fields of early childhood education to primary school in England and Germany. Building on theore…
Being (with) batman – entangled research relations in ethnographic research in early childhood education and care
This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes …
The normativity of the helping child – meta-ethnographic perspectives on individualised learning in age-mixed classrooms
This paper discusses possibilities of synthesising ethnographic data. This discussion implies a critical appraisal of the methodology of ‘Meta-Ethnography’. Taking Noblit’s and Hare’s concept of Meta-Ethnography as a starting point to develop their own practice of synthesising data, the paper suggests to reconsider the possibility to bring in primary data into the synthesis, to involve primary researchers and to develop a grounded theoretical syn…
Social orders and interactions among children in age-mixed classes in primary schools – new perspectives from a synthesis of ethnographic data
The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's authority and institutional rules are intricately interwoven into the social orders of the peer culture…
Ein befremdender Blick auf die Wochenplanarbeit - Lernprozesse im Anfangsunterricht aus der Perspektive von Schulanfängerinnen
In Abgrenzung von der áexclusive power of adults in defining children“ (Alanen 1998, p. 58) wird von VertreterInnen der Kindheitsforschung seit mehreren Jahren dafür gestritten, Kinder als kompetente Akteure und Konstrukteure ihrer sozialen Wirklichkeit zu verstehen (vgl. Behnken/Zinnecker 2001; Breidenstein/ Kelle 1998; Honig/ Lange/ Leu 1999; James 2001; Kelle/ Breidenstein 1996; Zinnecker 1996b; Zinnecker 1999)
Feld und Theorie: Herausforderungen Erziehungswissenschaftlicher Ethnographie
Über Felder, Theorien und Horizonte ethnographischer Forschung in der Erziehungswissenschaft – eine Einleitung
Children's agency during transition to formal schooling
Children's transition to school is a key issue in early years of education. Research in this field points to the counterintuitive possibility that the transition to school may actually lead to a reduction rather than a facilitation of children's agency. The paper presents findings of a longitudinal comparative ethnography on children's transition from fields of early childhood education to primary school in England and Germany. Building on theore…
Social orders and interactions among children in age-mixed classes in primary schools – new perspectives from a synthesis of ethnographic data
The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's authority and institutional rules are intricately interwoven into the social orders of the peer culture…
The normativity of the helping child – meta-ethnographic perspectives on individualised learning in age-mixed classrooms
This paper discusses possibilities of synthesising ethnographic data. This discussion implies a critical appraisal of the methodology of ‘Meta-Ethnography’. Taking Noblit’s and Hare’s concept of Meta-Ethnography as a starting point to develop their own practice of synthesising data, the paper suggests to reconsider the possibility to bring in primary data into the synthesis, to involve primary researchers and to develop a grounded theoretical syn…
Schulentwicklungsforschung als qualitative Prozessanalyse
Kindheitsforschung und ›Neuer Materialismus‹
Im anglo-amerikanischen Diskurs werden in der jüngeren Zeit vermehrt Publikationen vorgelegt, die eine ›re-orientation, ein re-thinking oder auch ein reimagining der Kindheitsforschung versprechen und dazu auf Autor/innen rekurrieren, die dem sogenannten New Materialism zugeordnet werden oder sich selber zuordnen (vgl. z. B. Spyrou/Rosen/Cook 2018). Unter dem Anspruch des Neuen Materialismus schreibende Wissenschaftler/innen – wie z. B. Karen Bar…
Ethnographic research in childhood institutions: Participations and entanglements
Drawing on a critical debate in the social studies of childhood on the empowerment of children to participate in research, the paper illustrates how ethnographic research in childhood institutions has the potential to destabilise hierarchic power relationships towards an open, dynamic, playful engagement between ethnographer, children, and the material of the classroom. Ultimately, we suggest that conceptualizations from new posthumanist material…
Being (with) batman – entangled research relations in ethnographic research in early childhood education and care
This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes …
What matters in early childhood education and care? The contribution of ethnographic research
This special issue aims at provoking discussion on the systematic contribution that ethnographic studies in the field of Early Childhood Education and Care (ECEC) can make to enquire into the quest
Jahrgangsmischung als Irritation des Zeitregimes der Jahrgangsklasse? Lernbiographische Erfahrungen von Schüler*innen eines Schulversuchs
Der Artikel fragt danach, wie erzählte Lernerfahrungen von Schüler*innen einen Beitrag dazu leisten, Zeit als zentrales Medium der Handlungskoordination von Schule zu verstehen. Ausgehend von der Annahme, dass die Jahrgangsmischung das Zeitregime von Schule irritieren könne, analysiert der Beitrag Interviews von Schüler*innen im Schulversuch PRIMUS, für den die Jahrgangsmischung von Klasse 1-10 konstitutiv ist. Die mit der Grounded Theory Methode…
Richter, Sophia (2019): Pädagogische Strafen in der Schule – Eine Ethnografische Collage. Beltz Juventa: Weinheim und Basel, 280 S
Bibliographie: Huf, Christina: Richter, Sophia (2019): Pädagogische Strafen in der Schule – Eine Ethnografische Collage. Beltz Juventa: Weinheim und Basel, 280 S., ZISU – Zeitschrift für interpretative Schul- und Unterrichtsforschung, 11 (2022), S. 187-191. https://doi.org/10.3224/zisu.v11i1.13 ----- Open-Access-Lizenz: Dieser Beitrag ist ab dem 17.06.2022 im Open Access unter der Creative-Commons-Lizenz CC BY 4.0 (Namensnennung 4.0 International…
Children's Rights and Participation (7 works) · Anthropology (6 works) · Early Childhood Education and Development (6 works) · Ethnography (6 works) · Pedagogy (6 works) · Political science (6 works) · Social science (6 works) · Sociology (6 works) · Sociology and Education Studies (6 works) · Humanities (5 works)