Children participating and developing personal agency in and across various social practices Charlotte Højholt & Dorte Kousholt

1. Introduction and central points A problem: the way we understand children and families living with social problems or a so-called problematic background seems to be part of the very problem. A paradox: In a situation of shared care and a child life across different contexts together with peers - policy and Interventions focus on intergenerational transmission.

2. Social inequalities conceptualized as a question of intergenerational transmission (my underlinings) ‘to determine how parental worklessness impacts on children’s cognitive ability, education attainment, behaviours, attitude to school,...’ (Barnes et al 2012 p 4) ‘Among these individuals, parents’ childhood risk profile (…) has been shown to contribute to subsequent socioeconomic disadvantage’ (Saltaris et al 2004 p 106)

2. Social inequalities conceptualized as a question of intergenerational transmission (my underlinings) ‘parental stimulation predicts the intellectual functioning of preschool-aged offspring’ (ibid p1) ‘In light of these indications of intergenerational transfer of risk.., we became interested in uncovering the potential mechanisms contributing to the continuity of maladjustment,’ (ibid p 107).

2. Social inequalities conceptualized as a question of intergenerational transmission Paul’s mother is angry with the professionals; she feels that they insinuate that her way of being a mother is the basis of the problems. Paul’s parents are both young and uneducated, and he is, in discussions about the problems, regarded as having a “weak background” (Højholt & Kousholt 2015).

‘Being a poor child increases the chances of being a poor adult but … other factors can operate independently …household characteristics and initial endowments have been found to be important –… their capabilities and characteristics, and their power to exercise agency.’ (ibid p v) 2. Social inequalities conceptualized as a question of intergenerational transmission

3. Developing agency through participation in social practice – theoretical background and general observations To anchor development in an approach to social practice where the historical and conflictual nature of social processes is emphasised (Lave) Conduct of everyday life (Holzkamp) - is a fundamental collective process - subjects conduct their life in collaboration with other subjects and in relation to different matters in their lives (Borg, Chimirri, Dreier, Højholt & Kousholt, Juul, Røn Larsen & Stanek) social coordination and conflicts as central problems of the personal conduct of life (Axel).

3. Developing agency through participation in social practice – theoretical background and general observations The personal task of developing personal preferences, plans and priorities is closely connected to participation in social communities. The developmental challenges are interwoven in social coordination and possibilities for creating something together with someone else.

3. Developing agency through participation in social practice – theoretical background and general observations general challenges in the life of children that we often overlook the general conflictuality as a background for specific dilemmas. problems appear related to deviant circumstances, often related to an individual child and its background. we overlook how the children are positioned differently in relation to managing the general challenges

4. Examples Paul: "Nobody can come home to me - I don’t have anybody who is coming home to me” (Højholt & Kousholt 2015) a proces of mutual resignation - where the different parties experience restricted influence and give up on each other. Mads: I don’t play with anyone. I don’t have any friends here. (Højholt & Kousholt 2014)

4. Examples ‘When I am there I am not just there for Jacob. I am there for the entire class.’(Højholt 2012, Røn Larsen 2011). Positions in social communities are collectively created in relation to general dynamics in these communities

- how personal agency is interwoven with the ways social conflicts develop. agency becomes related to participation in conflictual social practice. 5. Conclusions

- when the involved parties see themselves and each other as contributing to the ‘same but many-sided concern’ - the conflicts may lead to development of understanding - to understand personal meanings as related to situated inequality in relation to the social distribution of possibilities for taking part in and influencing different social contexts.