September 29, 2021, 12:00 am,
Séverine Marguin,
Allgemein.
In this article, I examine the relationships between architecture and sociology through a historical lens. I provide an analysis of their cross-referencing since their respective disciplinary foundations in line with the histoire croisée [crossed history] approach. I also address the positions held by architectural researchers in sociology and by sociologists in architectural research both at the level of the disciplinary object itself—"architecture" and "society"—and at the level of the disciplines themselves: Do architectural researchers work with sociological knowledge or collaborate with sociologists and vice versa? In the reconstructed narrative, I demonstrate that, despite repeated attempts at rapprochement, collaborations did not become sustainable until the early 2010s, when—in the course of the what became known as the "design turn"—fundamental new aspects in interdisciplinary referencing could be observed, pointing to an integrative quality in both disciplines.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3802
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September 29, 2021, 12:00 am,
Thomas Coelen, Sarah Klepp, Angela Million, Christine Zinke,
Allgemein.
In Germany, a much-cited concept in recent years has been that of lokale Bildungslandschaften [local educational landscapes]. In this article, we focus on socio-spatial educational landscapes in the arrangement of a campus, which links the actors of education and urban planning to a specific leitbild, meaning a guiding principle in physical form and programmatic action. Therefore, an educational space designated as a campus includes constitutive dimensions of educational practices and a spatial reorganization of educational conditions, which are still to be discovered and investigated. We center our analysis on the perspective of children and young people as the main target group of this leitbild, as well as the perspective of the professional actors. In the following article, we give a brief overview of the characteristics of socio-spatial educational landscapes. We focus on the appropriation and atmospheres of access points and transitions, as well as patterns of use and spatial perception. After analyzing the ongoing development processes of socio-spatial educational landscapes as a campus, we adopt an internationally comparative perspective to research them.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3805
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September 29, 2021, 12:00 am,
Karina Pallagst, René Fleschurz, Tetsuji Uemura,
Allgemein.
Spatial planners deal with aspects related to the quality of life and future development of cities and regions, which are highly relevant for society. Due to various institutional and cultural settings, spatial planning systems emerged with comparable features. However, such systems have been adapted to specific cultural, normative, and spatial conditions. In our study, we conducted a comparison to investigate changes in planning cultures in the context of shrinking cities across the USA, Germany and Japan. The findings make it possible to detect interdependencies between changes in planning cultures and societal changes in the wake of shrinkage processes and potentially to place planning cultures in the perspective of a refiguration of spaces. We conclude with the hypothesis that planning cultures are framed by an array of factors in a somewhat polycontexturalized mode, such as geographic entities (nations, regions, cities), and also topics such as shrinking cities.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3793
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September 29, 2021, 12:00 am,
Hubert Knoblauch, Martina Löw,
Allgemein.
Drawing on the empirical contributions of the FQS thematic issues on "The Refiguration of Spaces and Cross-Cultural Comparison," we specify what is meant by "refiguration of space" and how comparisons can serve to study the refiguration of space. We address the question of how current social change can be understood and explained in spatial terms. Moreover, these spatial dynamics are driven by tensions and conflict between different Raumfiguren [spatial figures] that result in refiguration. By capturing the conflictual nature of the social change in space, "refiguration" complements the rather linear idea of "globalization." The necessity to empirically substantiate its constitutive sub-processes of mediatization, translocalization, and polycontexturalization raises the question of how refiguration can be studied on a global scale particularly on the basis of case studies and systematic comparisons. With reference to the articles in this thematic issue, we suggest to focus on "knowledge" instead of "culture" as a major reference for comparison. We introduce the notion of "multiple spatialities" by which such a comparison can be achieved, which accounts for the plurality of perspectives of observers comparing spatial phenomena and for the multiplicity of spatial arrangements within the varieties of refiguration to be found on the global scale.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3791
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September 29, 2021, 12:00 am,
Tobia Fattore, Susann Fegter, Christine Hunner-Kreisel,
Allgemein.
Children's well-being has become the subject of attention in international comparative studies of childhood. The concept is central to understanding childhoods and generational orders within societies. Current challenges in conceptualizing children's well-being include addressing the normativity of well-being, how children themselves conceptualize well-being, and how this is embedded in social and cultural contexts. This is especially true with regard to the spatiality of well-being. How well-being is spatially constructed in children's narratives is rarely addressed by child well-being researchers. In this article, we assume that a better understanding of the spatiality of well-being will be helpful in disclosing the dynamics and characteristics of well-being. We offer findings from a multinational qualitative study to demonstrate the value of spatial analysis for understanding the social refiguration of childhoods beyond methodological nationalism. We draw upon examples from Baku (Azerbaijan), Geneva (Switzerland), Berlin (Germany), Sydney (Australia), and Tel Aviv (Israel). Our findings indicate that the exercise of agency, the democratization of childhoods, and the importance of having a translocal digital "own space" are significant norms central to and expressed in children's understandings of well-being. A structural feature of the current refiguration of childhoods is that it is always specific to local conditions.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3799
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September 29, 2021, 12:00 am,
Lena Brinkmann,
Allgemein.
The inclusive education of students at the Gymnasium (German academic high school), which awards the highest educational degree, has been little researched to date. However, it is in the Gymnasium where the different logics of inclusion and selection collide with a school-specific intensity; thus, this research gap does not seem to be justified. In this article, I patterns of interpretation employed by teachers regarding inclusion and exclusion (EMMERICH & HORMEL, 2013) of students attending an inclusive Gymnasium. I utilize a methodological relation between pattern analysis (HOFFMANN, 2017) and grounded theory (STRAUSS & CORBIN, 1996 [1990]) in order to reconstruct profession-specific interpretations of teachers. Exemplary findings from two teachers show how they used academic achievement of students to justify and legitimize exclusions in the classroom. The low performance of students perceived as disadvantaged is explained in terms of their parents. The problem is thus placed outside the responsibility of the teachers themselves.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3729
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September 29, 2021, 12:00 am,
Daniel Witte, Andreas Schmitz,
Allgemein.
Comparison, as a fundamental operation in the social sciences, is anything but a clearly defined method. Rather, there is a highly heterogeneous field of comparative approaches with different intellectual traditions, ideas of "comparison," specific problems, and research strategies. In fact, different streams of comparative studies exist in parallel, each highly elaborated in its own way but largely ignoring the achievements of the other tradition and thus ultimately wasting analytical potential—namely cross-national studies (often associated with quantitative methods and explanatory objectives) on the one hand and cross-cultural studies or cultural comparisons (usually associated with qualitative methods and hermeneutical approaches) on the other. However, contemporary social sciences are confronted with an increasingly complex global reality that can no longer be described on the basis of one-dimensional frames of reference. Drawing on the basic methodological principle of relationality, the aim of our article is to develop Pierre BOURDIEU's theory of fields and social spaces in a direction that allows different approaches to comparison to be made fruitful on the basis of a common frame of reference. Based on this generalized framework, national, international, and transnational comparisons become possible without having to essentialize or hypostasize specific reference frames and corresponding units of analysis.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3772
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September 29, 2021, 12:00 am,
Malte Höfner, Rivka Saltiel,
Allgemein.
In this article we discuss the potential of collaborative research practices and present our approach on studying organized spaces of encounter using the example of sports activities offered free of charge "for all" in public parks. Our aim is to explore the socio-spatial effects of these temporary activities and to understand how they are embedded in the public space. For this purpose, we empirically considered both the people who participated in the organized activity and those who did not. Using a team-based method, we approached the field from two different roles (and spatial positions) and took on these roles (and positions) ourselves simultaneously—as active participants and as distanced participant observers. This enabled us to observe and to experience social interactions through different lenses and bodies. In order to converge our bi-folded perspectives and to attain a form of jointly produced knowledge, we "encountered" each other empirically-analytically in a subsequent dialogue. There, we consolidated our observations, thus generating a broader contextual meaning. With this multi-perspective approach, we obtained a more comprehensive picture of the organized space of encounter and the surrounding setting in the public space.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3660
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September 29, 2021, 12:00 am,
Franz Erhard, Nadine Jukschat, Kornelia Sammet,
Allgemein.
In increasingly globalised and linguistically diverse societies, cross-language constellations in qualitative research are becoming more probable and necessary. Based on experiences we gained during our research in foreign language settings, we reflect on three guiding principles of qualitative research—openness, reflexivity and pragmatism—and how they are applied when dealing with the manifold challenges of linguistic understanding. Taking up ongoing discussions about this issue, we provide an account of a reflexive methodology aware of its preconditions and limitations. We argue in favour of a confident approach towards language difficulties and point out that qualitative research has always demanded the chosen methods to be flexible enough to adjust to challenges in the field.
Quelle: https://www.qualitative-research.net/index.php/fqs/article/view/3722
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September 28, 2021, 2:34 pm,
Valgerður Pálmadóttir,
Allgemein.
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