WIKK*I is a joint project focusing on the perspective of children and generates data-based knowledge on how they experience wellbeing at out-of-school locations in a socio-spatial context.
Wellbeing is examined in terms of participation, protection & safety, as well as the child’s own self-esteem. The project reconstructs from the perspective of children how, where and with whom they enjoy positive experiences in their socio-spatial environment in terms of participation, protection & safety as well as their own self-esteem, and where they see a need for improvement. WIKK*I is particularly interested here in how orders of difference and inequality inscribe themselves into the experiences and perceptions of children and generate unequal senses of wellbeing. The project also uses the results to develop concrete urban and educational planning options for action with practitioners and community stakeholders. The results aim to benefit a.) children and adolescents, who are able to contribute their opinions as experts regarding their own experiences in accordance with the UN Convention on the Rights of the Child; b.) the efforts of educational & political practice to reduce educational barriers c.) empirical educational research, where the concept of 'wellbeing' provides lifeworld insights into the educational barriers facing children.
The study explores two ethnographies at contrasting locations in Germany: Graefekids children's recreational facility in Berlin-Kreuzberg and Mädchentreff, a center for girls in Bielefeld. Both facilities are characterized by a high level of engagement within the community education landscape. Qualitative research methods are used, such as participant observations, outings in the local area, playful interviews and other participatory approaches. The features of the research project can be summarized thus: comparative investigation of the conditions of success of educational processes from the perspective of children, with a focus on out-of-school learning locations; wellbeing as an innovative approach for educational research; investigation of the importance of material-physical spaces from an inequality perspective; interdisciplinary cooperation between educational science and urban and architectural planning; co-constructive knowledge production as an approach in the distribution concept accompanying the project; input and embedding in international-comparative research networks on children's wellbeing including the Global South.
Subproject Ethnography Bielefeld
Project leader: Prof. Dr. Julia Hahmann (University of Vechta)
Deputy project leader: Stella März (University of Vechta)
Research associate: Yasmina Gandouz-Touati (University of Vechta)
Student assistant: Jacqueline Schöttler (University of Vechta)
Subproject urban and architectural planning
Project leader: Prof. Dr. Angela Million (TU Berlin)
Research associate (postdoc): Katrin Schamun (TU Berlin)
Student assistant: Sophie Dilg (TU Berlin)