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Aufsatz (Zeitschrift) zugänglich unter
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Titel: Counting What Counts. How children are represented in mational and international reporting systems
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Originalveröffentlichung: Child indicators research 6 (2013) 4, S. 637-657
Dokument:
Schlagwörter (Deutsch): Bildungsforschung; Kindeswohl; Kindheit; Kindheitsforschung; Indikator; Indikatorensystem
Pädagogische Teildisziplin: Pädagogik der frühen Kindheit
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 1874-897X
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): Reports and profiles aimed at comparing the well-being and living conditions of children within and across countries are based on child indicators which measure the children’s current lives. These reports, which are part of the child indicators movement, have become popular because they serve as useful monitoring and goal-setting tools for policymakers. Researchers focus on empirical discussions regarding how to measure well-being more accurately and how to increase the transferability of data to policy and put less effort into questioning underlying conceptualizations of children in detail. Quantitative studies focus on the main changes in the child indicators movement described as shifts “from negative to positive” or “from well-becoming to well-being”. There are no complementary qualitative in-depth analyses of the underlying assumptions about children and childhood. From a childhood studies perspective this is relevant because the unspoken representations not only show the changed adults’ views of children, they also shape the lives of children. Therefore, in national and international reporting systems the dominant conceptualizations of children are emphasized, and whether and how the described major shifts in the child indicators movement have occurred is questioned. A discourse analysis approach is used to examine three influential reporting systems: the United Nations Children’s Fund (UNICEF) report (2007), the Organization for Economic Co-operation and Development (OECD) report (2009), and the KIDS COUNT report (2011). The findings show a great variety in the realization of the shifts and also indicate consensus on still conceptualizing children as becomings and future adults. (DIPF/Orig.)
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Eintrag erfolgte am: 10.03.2016
Empfohlene Zitierung: Betz, Tanja: Counting What Counts. How children are represented in mational and international reporting systems - In: Child indicators research 6 (2013) 4, S. 637-657 - URN: urn:nbn:de:0111-pedocs-118326