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Att förstå barndom: Till frågan om barndom som tillblivelse (becoming) eller vara (being)
Linnaeus University, Faculty of Social Sciences, Department of Education. (Centrum för kultursociologi)
2013 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, 7-35 p.Article in journal (Refereed) Published
Abstract [en]

The article provides a critical interrogation into two categories that to a great extent seems to permeate the field of childhood studies, namely becoming and being. It starts out by an analytic description of the meaning of the two thought categories. This is done in terms of an ideal type-like construction. The actual categories are then being critically deconstructed through the lens of five different but interrelated forms of critic. The category of becoming is being defended while the category of being to a great extent is being denounced. However, the article also argues that there is a specific core meaning within the category of being that undoubtedly needs to be fully accepted. The contribution, then, ends with a bringing together of the defended aspects of becoming and the gratified core meaning of being. Accordingly, the theoretical practices of construction and deconstruction end with an integrative reconstruction: a being in becoming and a becoming in being. 

Place, publisher, year, edition, pages
Örebro: Örebro universitet , 2013. Vol. 22, no 2, 7-35 p.
Keyword [en]
Childhood studies, adulthood, becoming, being, theoretical practices, thought categories, criticism, authority
National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
URN: urn:nbn:se:lnu:diva-25624OAI: oai:DiVA.org:lnu-25624DiVA: diva2:621107
Projects
Ett utbildningspolitiskt dilemma: Mångkulturell inkorporering och skolframgång
Funder
Swedish Research Council
Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2017-12-06Bibliographically approved

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Trondman, Mats

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Citation style
  • apa
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  • de-DE
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