Childhood and happiness in German romanticism, progressive education and in the West German anti-authoritarian<i>Kinderläden</i>movement in the context of 1968

Baader, Meike Sophia

doi:10.1080/00309230.2011.645839

Cited by 10 publications

(4 citation statements)

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“…She is urged to develop her agency through physical training, exercise in the open air and through artistic and creative activity. Above all, she should display strong emotions (Baader, 2012). Key's conception of childhood agency goes hand in hand with a Nietzschean, social-Darwinian essentialism, in which it is a question of giving expression to nature and life themselves.…”

Section: Child Agents In the Progressive Education Movement: Lively E...mentioning

confidence: 99%

“…They were also supposed to become better acquainted with their emotions and needs, and to develop a "cultivated" sense of their bodies (Seifert, 1970). The aim was to raise a liberated, happy child and, on this basis, an adult subject "capable of pleasure and love" (Seifert, 1970;Baader & Sager, 2010, p. 264;Baader, 2012). This also involved the "liberation of child sexuality", which played a significant role in some conceptions of the Kinderläden.…”

Section: Child Agents In the 1968 Movement: Self-assertive Able To Sa...mentioning

confidence: 99%

“…In regard to the problem of the "complicity of children" (Bühler-Niederberger, 2011), the question arises here of whether, in an educational context in which children are encouraged to develop resistant behaviour, their saying "no" represents a form of complicity. There were, however, limits to the domains in which the child was encouraged to say "no": In the context of sexuality, the right to a "no" did not feature (Baader, 2012(Baader, , 2015cSager, 2015).…”

Section: Child Agents In the 1968 Movement: Self-assertive Able To Sa...mentioning

confidence: 99%

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Reconceptualising Agency and Childhood

Eßer¹,

Baader²,

Betz³

et al. 2016

215

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By regarding children as actors and conducting empirical research on children's agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias.Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide.This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography.

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Section: Child Agents In the Progressive Education Movement: Lively E...mentioning

confidence: 99%

Section: Child Agents In the 1968 Movement: Self-assertive Able To Sa...mentioning

confidence: 99%

Section: Child Agents In the 1968 Movement: Self-assertive Able To Sa...mentioning

confidence: 99%

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Reconceptualising Agency and Childhood

Eßer¹,

Baader²,

Betz³

et al. 2016

215

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“…As one aspect of coming to terms with the German past of National Socialism young people sought ways to immunize future generations against Fascism. They drew on critical theory developed in the Frankfurt School and Adorno's insights into the authoritarian character, psycho-analytical theory and Alexander S. Neill's anti-authoritarian education in Summerhill, England(Baader 2012). This anti-authoritarian Erziehung was and is not a homogeneous approach, though it opened up the debate on Erziehung in settings and families and led to the development of some child centred approaches that are now establishedelements of ECEC pedagogy (Konrad 2012).…”

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confidence: 99%

Found in translation: an analytical framework to explore national and regional Early Childhood Education and Care systems

Höhmann

2018

Early Years

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This article explores the German discourse of Early Childhood Education and Care (ECEC) as it has emerged and changed over time. The conceptual elements of the triad of care, child raising and education (Betreuung, Erziehung und Bildung) is described and illustrated by salient points in the development of German ECEC services. Indicators for each of these concepts are discussed. I draw on German and English literature and my professional knowledge from training and working in West German ECEC services in the 1970s and 1980s in Baden-Württemberg and Hamburg. This analytical framework reveals the reciprocal influences of path dependency and of underlying assumptions about the relationship between the state, parents and children. Here I demonstrate how it renders visible details of the German system that are often lost in larger comparative studies. It provides a tool for policy makers, researchers and practitioners to compare ECEC systems and learn from other countries. It also serves as a warning against crude attempts of policy borrowing from other countries and can aid insights on why some of these attempts encounter difficulties.

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Vulnerable Kinder in der Moderne in erziehungs- und emotionsgeschichtlicher Perspektive

Baader

2015

Vulnerable Kinder

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Childhood and happiness in German romanticism, progressive education and in the West German anti-authoritarianKinderlädenmovement in the context of 1968

Cited by 10 publications

References 0 publications

Reconceptualising Agency and Childhood

Reconceptualising Agency and Childhood

Found in translation: an analytical framework to explore national and regional Early Childhood Education and Care systems

Vulnerable Kinder in der Moderne in erziehungs- und emotionsgeschichtlicher Perspektive

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