Urban pedagogy
Zita Basteleus
Urban pedagogy
2de bachelor pedagogie van het jonge kind
2024-2025
,Urban Pedagogy Samenvatting
Samenvatting
Vak: Opvoedingsvraagstukken in grootstedelijke context/Urban pedagogy
Docent: Liesbeth Van Rossem & Niels Vanspauwen
Academiejaar II – Semester II
Onderwerpen binnen dit opleidingsonderdeel:
- Parenting?
- Urban sociology & urban identity and citizenship
- Child poverty – underprivileged, Child abuse & child neglect
- Gender, Identity development influenced by history
- A powerful look at children and their families, Perinatal health
Doelstellingen:
- The student discribes pedagogical questions of families living in urban context from infancy
to adolescence.
- The student estimates how the urban context of families influnces upbringing.
- The student responds appropriately to needs of children and their families in urban context.
- The student approaches children and the family in an unprejudiced, powerful an holistic way.
- The student describes the current urban pedagogical themes.
- The student connects current challenges in upbringing to historical, economic, social and
cultural development within Brussels.
- The student analyzes a current question/theme involving upbringing in Urban context by
making a report and scientific poster that shows the connection between theory ( from
relevant scientific and professional literature) an practice concerning urban pedagogy.
- The student interviews local partner organizations to deepen the theme/question involving
upbringing in Urban context.
- The student indentifies good practices connected to the Urban pedagogy.
- The student identifies the needs, strengths and expectations of various stakeholders in urban
context and can make a case for them at the policy level of organizations.
1
Zita Basteleus
2PJK
,Urban Pedagogy Samenvatting
Inhoudsopgave
M1: PARENTING – UBRINGING IN A METROPOLITAN CONTEXT .............................. 8
What is parenting? – wat is ouderschap? ....................................................................................... 8
Elements of the parenting situation – elementen opvoedingssituatie ................................................ 8
Parental responsibility – ouderlijke verantwoordelijkheid ................................................................ 9
Natality Arendt 1997 – nataliteit ............................................................................................ 10
The role of education in parenting – de rol van het onderwijs in ouderschap ................................... 10
Education is about… – onderwijs gaat over… ................................................................................ 11
As a powerful environment – als een krachtige omgeving............................................................ 11
Education as liberation – onderwijs als vrijheid ............................................................................. 12
Parenting must be taught? – moeten Ouderschap aangeleerd worden?.......................................... 12
Psychological view – psychologische kijk ..................................................................................... 12
Influence of culture on parenting – invloed van cultuur op opvoeden ............................................. 13
3 perspectives on the role of culture within parenting – 3 perspectieven op de rol van cultuur binnen het
oudeschap ............................................................................................................................... 14
Migration & parenting – migratie & ouderschap ......................................................................... 15
Parenting in a pedagogical civil society – ouderschap in een pedagogische burgerlijke samenleving
................................................................................................................................................... 15
Family at risk – gezin in gevaar .................................................................................................... 15
Pedagogical civil society (pcs) .................................................................................................... 16
Contactladder .......................................................................................................................... 16
Parenting support – opvoedingsondersteuning ............................................................................. 17
Parenting in brussels is a challenge – ouderschap in brussel is een uitdaging ................................. 18
M2: ANTHROPOLOGICAL VIEW AT PARENTING ......................................................... 19
Anthropology – antropologie ........................................................................................................ 19
Objective? – objectief?............................................................................................................... 19
central questions – centrale vragen ............................................................................................. 20
Scope? – draagwijdte? ............................................................................................................... 20
Anthropology & childhood – antropologie & kindertijd ................................................................... 20
“who can know the heart of youth but youth itself?” – Patti smith.................................................... 21
Different types of childhood – verschillende soorten kindertijd ....................................................... 21
Impact of social, economic & cultural evolutions – impact van sociale, economische & culturele
revoluties ............................................................................................................................. 22
Importance of space & place – belang van ruimte & plaats ......................................................... 22
Voice & agency...................................................................................................................... 23
Being & becoming.................................................................................................................. 24
How do anthropologists view childhood & what do i learn? – hoe kijken antropologen naar de kindertijd
& wat leer ik erover? .................................................................................................................. 25
2
Zita Basteleus
2PJK
, Urban Pedagogy Samenvatting
Anthropological view at parenting: verdiepende teksten ............................................................... 26
Anthropology & children............................................................................................................. 26
Kindertijd als sociaal construct ............................................................................................... 26
Onderzoeksmethoden binnen de antropologie van kinderen....................................................... 26
Opvoeding & socialisatie in verschillende culturen .................................................................... 27
De rol van spel & leren............................................................................................................ 27
Kinderen als actieve deelnemers in de samenleving .................................................................. 27
Kinderrechten & globalisering ................................................................................................. 28
Huidige uitdagingen & toekomstige richtingen........................................................................... 28
Interview Lancy: de huidige obsessie met kinderen en de gevaren van overbescherming ................... 29
De toename van antidepressiva bij jonge kinderen .................................................................... 29
De culturele gebondenheid van opvoeding ............................................................................... 29
De ontwikkeling van het Westerse beeld van de kindertijd .......................................................... 29
Het verschil in ouderlijke investering per cultuur ....................................................................... 29
De 3 typen kinderen in de wereld ............................................................................................. 29
Het exporteren van Westerse opvoedingsmodellen ................................................................... 30
De belangrijke rol van spel in de ontwikkeling van kinderen......................................................... 30
Kinderen moeten meer helpen in het huishouden ...................................................................... 30
Het gevaar van intensieve moederschapsideologieën ................................................................ 30
Conclusie: minder controle, meer vrijheid voor kinderen ............................................................ 30
M3: POVERTY & CHILDHOOD ........................................................................................... 31
Poverty: context of vulnerability – armoede: context van kwetsbaarheid ........................................ 31
What’s in a name? The many dimensions of poverty – de vele dimensies van armoede ...................... 31
Childhood Poverty: a narrative that hits – kinderarmoede: het raakt ................................................ 32
Causes – oorzaken................................................................................................................. 32
Consequences – gevolgen ...................................................................................................... 32
What about the parents?............................................................................................................ 33
The lifeworld of poverty – de leefwereld van armoede.................................................................... 33
The effects of poverty & social exclusion – de effecten van armoede & sociale exclusie ..................... 33
The web of poverty – het web van armoede ................................................................................... 34
The impact of stress & scarcity on the brain – de impact van stress & schaarste op het brein ............. 34
The effects of poverty on parenting .............................................................................................. 35
Conclusion – conclusie ................................................................................................................ 35
Poverty & childhood: verdiepende teksten .................................................................................... 36
Poverty & mindsets.................................................................................................................... 36
de impact van armoede & uitsluiting op verstand & gedragingen ................................................. 36
Armoede kan mensen minder inzichtelijk, toekomstgericht & gecontroleerd maken .................. 36
Stereotypen & discriminatie kunnen zich ontwikkelen tot zelfvervullende voorspellingen ........... 37
De fysiologische impact van armoede op de hersenen ............................................................... 38
De verbinding tussen sociaal-economisch statuur & hersenontwikkeling ................................. 38
Hoe armoede de hersenontwikkeling kan beïnvloeden ........................................................... 39
Conclusie ......................................................................................................................... 39
De impact van armoede op aspiraties & verwachtingen.............................................................. 40
Jongeren in armoede hebben lagere verwachtingen ........................................................... 40
3
Zita Basteleus
2PJK
Zita Basteleus
Urban pedagogy
2de bachelor pedagogie van het jonge kind
2024-2025
,Urban Pedagogy Samenvatting
Samenvatting
Vak: Opvoedingsvraagstukken in grootstedelijke context/Urban pedagogy
Docent: Liesbeth Van Rossem & Niels Vanspauwen
Academiejaar II – Semester II
Onderwerpen binnen dit opleidingsonderdeel:
- Parenting?
- Urban sociology & urban identity and citizenship
- Child poverty – underprivileged, Child abuse & child neglect
- Gender, Identity development influenced by history
- A powerful look at children and their families, Perinatal health
Doelstellingen:
- The student discribes pedagogical questions of families living in urban context from infancy
to adolescence.
- The student estimates how the urban context of families influnces upbringing.
- The student responds appropriately to needs of children and their families in urban context.
- The student approaches children and the family in an unprejudiced, powerful an holistic way.
- The student describes the current urban pedagogical themes.
- The student connects current challenges in upbringing to historical, economic, social and
cultural development within Brussels.
- The student analyzes a current question/theme involving upbringing in Urban context by
making a report and scientific poster that shows the connection between theory ( from
relevant scientific and professional literature) an practice concerning urban pedagogy.
- The student interviews local partner organizations to deepen the theme/question involving
upbringing in Urban context.
- The student indentifies good practices connected to the Urban pedagogy.
- The student identifies the needs, strengths and expectations of various stakeholders in urban
context and can make a case for them at the policy level of organizations.
1
Zita Basteleus
2PJK
,Urban Pedagogy Samenvatting
Inhoudsopgave
M1: PARENTING – UBRINGING IN A METROPOLITAN CONTEXT .............................. 8
What is parenting? – wat is ouderschap? ....................................................................................... 8
Elements of the parenting situation – elementen opvoedingssituatie ................................................ 8
Parental responsibility – ouderlijke verantwoordelijkheid ................................................................ 9
Natality Arendt 1997 – nataliteit ............................................................................................ 10
The role of education in parenting – de rol van het onderwijs in ouderschap ................................... 10
Education is about… – onderwijs gaat over… ................................................................................ 11
As a powerful environment – als een krachtige omgeving............................................................ 11
Education as liberation – onderwijs als vrijheid ............................................................................. 12
Parenting must be taught? – moeten Ouderschap aangeleerd worden?.......................................... 12
Psychological view – psychologische kijk ..................................................................................... 12
Influence of culture on parenting – invloed van cultuur op opvoeden ............................................. 13
3 perspectives on the role of culture within parenting – 3 perspectieven op de rol van cultuur binnen het
oudeschap ............................................................................................................................... 14
Migration & parenting – migratie & ouderschap ......................................................................... 15
Parenting in a pedagogical civil society – ouderschap in een pedagogische burgerlijke samenleving
................................................................................................................................................... 15
Family at risk – gezin in gevaar .................................................................................................... 15
Pedagogical civil society (pcs) .................................................................................................... 16
Contactladder .......................................................................................................................... 16
Parenting support – opvoedingsondersteuning ............................................................................. 17
Parenting in brussels is a challenge – ouderschap in brussel is een uitdaging ................................. 18
M2: ANTHROPOLOGICAL VIEW AT PARENTING ......................................................... 19
Anthropology – antropologie ........................................................................................................ 19
Objective? – objectief?............................................................................................................... 19
central questions – centrale vragen ............................................................................................. 20
Scope? – draagwijdte? ............................................................................................................... 20
Anthropology & childhood – antropologie & kindertijd ................................................................... 20
“who can know the heart of youth but youth itself?” – Patti smith.................................................... 21
Different types of childhood – verschillende soorten kindertijd ....................................................... 21
Impact of social, economic & cultural evolutions – impact van sociale, economische & culturele
revoluties ............................................................................................................................. 22
Importance of space & place – belang van ruimte & plaats ......................................................... 22
Voice & agency...................................................................................................................... 23
Being & becoming.................................................................................................................. 24
How do anthropologists view childhood & what do i learn? – hoe kijken antropologen naar de kindertijd
& wat leer ik erover? .................................................................................................................. 25
2
Zita Basteleus
2PJK
, Urban Pedagogy Samenvatting
Anthropological view at parenting: verdiepende teksten ............................................................... 26
Anthropology & children............................................................................................................. 26
Kindertijd als sociaal construct ............................................................................................... 26
Onderzoeksmethoden binnen de antropologie van kinderen....................................................... 26
Opvoeding & socialisatie in verschillende culturen .................................................................... 27
De rol van spel & leren............................................................................................................ 27
Kinderen als actieve deelnemers in de samenleving .................................................................. 27
Kinderrechten & globalisering ................................................................................................. 28
Huidige uitdagingen & toekomstige richtingen........................................................................... 28
Interview Lancy: de huidige obsessie met kinderen en de gevaren van overbescherming ................... 29
De toename van antidepressiva bij jonge kinderen .................................................................... 29
De culturele gebondenheid van opvoeding ............................................................................... 29
De ontwikkeling van het Westerse beeld van de kindertijd .......................................................... 29
Het verschil in ouderlijke investering per cultuur ....................................................................... 29
De 3 typen kinderen in de wereld ............................................................................................. 29
Het exporteren van Westerse opvoedingsmodellen ................................................................... 30
De belangrijke rol van spel in de ontwikkeling van kinderen......................................................... 30
Kinderen moeten meer helpen in het huishouden ...................................................................... 30
Het gevaar van intensieve moederschapsideologieën ................................................................ 30
Conclusie: minder controle, meer vrijheid voor kinderen ............................................................ 30
M3: POVERTY & CHILDHOOD ........................................................................................... 31
Poverty: context of vulnerability – armoede: context van kwetsbaarheid ........................................ 31
What’s in a name? The many dimensions of poverty – de vele dimensies van armoede ...................... 31
Childhood Poverty: a narrative that hits – kinderarmoede: het raakt ................................................ 32
Causes – oorzaken................................................................................................................. 32
Consequences – gevolgen ...................................................................................................... 32
What about the parents?............................................................................................................ 33
The lifeworld of poverty – de leefwereld van armoede.................................................................... 33
The effects of poverty & social exclusion – de effecten van armoede & sociale exclusie ..................... 33
The web of poverty – het web van armoede ................................................................................... 34
The impact of stress & scarcity on the brain – de impact van stress & schaarste op het brein ............. 34
The effects of poverty on parenting .............................................................................................. 35
Conclusion – conclusie ................................................................................................................ 35
Poverty & childhood: verdiepende teksten .................................................................................... 36
Poverty & mindsets.................................................................................................................... 36
de impact van armoede & uitsluiting op verstand & gedragingen ................................................. 36
Armoede kan mensen minder inzichtelijk, toekomstgericht & gecontroleerd maken .................. 36
Stereotypen & discriminatie kunnen zich ontwikkelen tot zelfvervullende voorspellingen ........... 37
De fysiologische impact van armoede op de hersenen ............................................................... 38
De verbinding tussen sociaal-economisch statuur & hersenontwikkeling ................................. 38
Hoe armoede de hersenontwikkeling kan beïnvloeden ........................................................... 39
Conclusie ......................................................................................................................... 39
De impact van armoede op aspiraties & verwachtingen.............................................................. 40
Jongeren in armoede hebben lagere verwachtingen ........................................................... 40
3
Zita Basteleus
2PJK
