TR: EASA PANEL "Pedagogies on the Move: Parenting Interventions inTranscultural and Minoritarian Contexts"

Dear collegues,

We are pleased to invite you to propose a paper in the panel "Pedagogies on the Move: Parenting Interventions in Transcultural and Minoritarian Contexts" at the EASA2018-Conference in Stockholm, 14-17th August 2018

(https://nomadit.co.uk/easa/easa2018/conferencesuite.php/panels/6694)

The call for papers for EASA2018 closes on April 9. All paper proposals must be made via the online system, and not via email. All the panels have a “Propose a paper” link beneath the long abstract.

Please do not hesitate to contact us if anything remains unclear, or you require additional information.

Best,

Gabriel Scheidecker, Marjorie Murray and Alice Sophie Sarcinelli

Convenors

Gabriel Scheidecker (gabriel.scheidecker@fu-berlin.de FU Berlin)

Marjorie Murray (marjorie.murray@gmail.com Pontificia Universidad Católica de Chile)

Alice Sophie Sarcinelli (alice.sarcinelli@uliege.be Université de Liège)

Short Abstract

This panel assembles papers on parenting interventions, i.e. institutionalized measures aiming

at re-educating parents, specifically in transcultural, transnational or minoritarian settings. It

focuses on the political and affective dynamics, patterns, and conflicts involved in these

interventions.

Long Abstract

In the last decades, governmental institutions and non-governmental organizations have

intensified their attention to parents and families, aiming at supporting, educating, or reeducating

them with regard to child-rearing. Such parenting interventions are particularly

challenging if they are embedded in transcultural, transnational or minoritarian settings affected

by migrations, displacement, conditions of structural violence and segregation. In such settings,

they deal with diverging parenting models that cannot be easily ascribed to individual hardships

or the lack of capacities. Notwithstanding such social and cultural diversity, pedagogies tend to

be highly normative, geared towards determining best ways of child-rearing. Thus, interactions

between educational institutions and parents with dissimilar pedagogic standards and

understandings, are prone to misapprehensions, frictions and conflicts. Finally, such

interactions have political implications that need to be addressed.

This panel assembles contributions on the flourishing but rarely studied field of parenting

interventions, focusing both on the political and affective dynamics, patterns, and tensions that

shape (and arise in) these interactions. Contributions may pertain to one of the three following

settings:

a) Institutions such as kindergartens, schools or organizations of family assistance dealing with

migrant families or national minorities, many times aligning parenting practices with their

pedagogical standards.

b) Institutions or media programs aiming at "modernizing" the parenting practices, often by

appropriating and propagating pedagogies from other, more industrialized countries.

c) Institutions, e.g. IGOs or NGOs that operate on an international level, pursuing an agenda of

"improving" parenting around the world, often by fostering what is called "positive parenting".