How Contradictions in Professional Practices Become Contradictions in Research Practices

  • Crisstina Munck University College Capital, UCC, Department of research for daycare – social and special pedagogics.

Abstract

Within child and childhood research, contextual approaches are foregrounded, thus emphasizing children as active agents who take part in the social world and who thereby challenge and reproduce everyday social practices. However, child researchers seem to differ when it comes to understanding and exploring the social engagement of children and adults as either separated or interwoven. When understanding the engagement of children and adults as two separate things, adults are positioned as potentially disturbing the children, who are in turn doing what they themselves choose to. Accordingly, adults are to distance themselves from adult perceptions of children. From the position of an adult researcher, this would suggest a position of ‘least adult’. As an alternative, this article proposes that adults and children are involved in a common social practice and that, in consequence, their arrangements are interwoven and interdependent. The researcher is also involved in this common social practice and thereby becomes entangled in conflicts within this practice. Finally, this article calls for further investigations into how conflicts in professional practice also become conflicts in research practice.

 

Author Biography

Crisstina Munck, University College Capital, UCC, Department of research for daycare – social and special pedagogics.

Crisstina Munck is associate professor at University College Capital. Her research focuses on small children’s everyday lives in daycare as well as collaborative practices among professionals and parents in institutional daycare practices.

Published
2018-05-11
How to Cite
Munck, C. (2018). How Contradictions in Professional Practices Become Contradictions in Research Practices. Outlines. Critical Practice Studies, 19(1), 46-66. Retrieved from https://tidsskrift.dk/outlines/article/view/105535
Section
Articles