The Nursery as a Gender Political Module of the Workfare State of Functionally Differentiated Society / Differentiation-Theoretical Study of the Structural Susceptibility to Friction in the Day Care Centre’s Collaboration with Parents using the Case Study

更新项目“差异化--利用性别教育目标案例研究日托中心与家长合作中对摩擦的结构性敏感性的理论研究”，延续了DFG资助的项目“托儿所作为功能分化社会劳动福利国家的性别政治模块”。从2019年11月11日到2022年10月10日。与“母亲项目”一样，这项研究的出发点是观察到，工作津贴国家赋予日托中心组织在福利国家的体制结构中的积极作用，在这样做的同时也追求性别政策目标：日托中心作为一个改变人的组织，应该打破对最年轻的孩子的教育中根深蒂固的性别刻板印象，有利于个人对自己(性别)身份的选择。更新项目现在将调查对象的性别教育学与父母的性别教育学合作，明确地放在日托教育功能分化的扩展分析框架中。因此，在日托中心与家庭教育的区别中，专业发展和组织实施日托中心标准的过程就显得尤为重要：与父母的合作在结构上容易产生摩擦。重建项目了解了日托中心与家长合作的基本结构，其特点是福利国家、日托中心作为教育系统中的一个组织和家庭之间的职能中断和体制联系。其目的是利用性别教育学的经验案例研究，与一家以改革为导向的提供者及其三个机构的家长合作，找出这一联系，并通过差异化理论和性别社会学解释结果。

The renewal project "Differentiation-Theoretical Study of the Structural Susceptibility to Friction in the Day Care Centre’s Collaboration with Parents using the Case Study on Gender Pedagogical Goals of Education" continues the DFG-funded project ”The Nursery as a Gender Political Module of the Workfare State of Functionally Differentiated Society”. This has been running from 11/2019 to 10/2022. As in the 'mother project', the starting point of the study is the observation that the workfare state assigns to the day care centre organisation an active role in the welfare state’s institutional structure, and in doing so also pursues gender policy objectives: In its capacity as a people-changing organisation, the day-care centre is supposed to break down entrenched gender stereotypes in its education of the youngest, in favour of the individual choice of their own (gender) identity. It should also sensitise parents to their own gender-stereotyped perception of their child's developing young (gender) identity.The renewal project now places the object of investigation 'gender pedagogy in collaboration with parents' decidedly in the extended analytical framework of functional differentiation of day-care education. Thus, the process of professional development and organisational implementation of day care centre standards in their differentiation against family education comes to the fore: The collaboration with parents becomes structurally prone to friction. The renewal project understands the underlying structure of the day care centre's cooperation with parents as characterised by the functional breaks and institutional links between the welfare state, the day care centre as an organisation in the education system, and the family. Its objective is to work out this connection using the empirical case study of gender pedagogy in the collaboration with parents of a reform-oriented provider and three of its institutions, and to interpret the results by means of differentiation theory as well as gender sociology.