Prof. Dr. Oktay Bilgi

Professor of Childhood Education

Field: Educational Science, Childhood Education, Art Education and Waldorf Education / Department of Educational Sciences

Telephone: 02222 93211511

Porträt eines lächelnden Mannes mit kurzer, dunkler Frisur, Bart und Brille, der vor einem Bücherregal steht und eine offene Jeansjacke trägt.

Biography

Research focus areas and activities

Theory development in childhood education in the context of social change,
Pedagogical anthropology, phenomenology, and new materialism
Cultural education and upbringing
Ethical aspects of transformation
Multispecies research and post-qualitative research
Ethical-ecological aspects of care, conviviality, and sustainability education in daycare centers

Academic working groups

Theory Working Group of the DGfE Commission on Early Childhood Education
Empirical Research Working Group of the DGfE Commission on Early Childhood Education
“Sustainability and Non-Sustainability and Planetary Futures” (working title) in the DGfE
“Multispecies Research in Early Childhood Education” in the DGfE Commission on Early Childhood Education

Cultures of sustainability, care, and conviviality (https://www.hf.uni-koeln.de/42845)

The research project examines cultures of sustainability in childhood education against the backdrop of planetary crises. The focus is on ecological, cultural, and social dimensions of education, upbringing, and care in the context of sustainable transformation. Based on ethnographic case studies on “Cultures of Sustainability in Daycare Centers,” fundamental theoretical questions are linked with alternative methodological and transformative research approaches.

The project draws on interdisciplinary perspectives from phenomenology, new materialism, ethnology, and anthropology. Within a post-qualitative-phenomenological research design, storytelling is chosen as the methodological approach in order to condense observations, videographies, conversations, documents, artifacts, and discourses into narratives through their traces of perception, experience, and meaning.

The aim of this research is the critical further development of educational sustainability research in three areas: (1) foundational theoretical impulses for advancing the field of childhood education research, (2) educational-theoretical and pedagogical-anthropological contributions to sustainability education with a view to perception, belonging, and multispecies care, and (3) didactic and conceptual aspects of sustainable cultures in the context of professionalization and practice development.

Post-qualitative methodology and multispecies research

This research project sees itself as a contribution to methodological development in childhood education. At its core is the question of which methodological approaches are suitable for exploring and shaping livable futures against the background of the contemporary diagnostic signature of the Anthropocene. What forms of knowledge do we need, how can we generate them, and how can we communicate them beyond academic contexts?

International findings from childhood research on the Anthropocene form the methodological foundation. Building on this, post-qualitative research perspectives are developed in the field of tension between philosophy, aesthetic-experimental practice, and research-ethical reflection. Drawing on interdisciplinary theoretical and research approaches, the project contributes to establishing multispecies research in childhood education.

Key areas include the further development of phenomenological vignette research and its connection with neo-materialist approaches. The aim is to develop innovative research methods in times of crisis that (1) advance theories and methods of narrative research, (2) contribute to narrative education in the context of multispecies relationships, and (3) provide impulses for didactic and conceptual developments in childhood education.

Teaching and learning inner transformations for sustainability in higher education

The project investigates how teaching and learning processes in the university education of childhood education professionals can be designed as spaces of inner transformation. What does it mean to train childhood education professionals in the face of the challenges of the climate crisis? What knowledge, which didactic tools, and which creative spaces are crucial for studying and learning in childhood education in transformative times?

The research design is qualitative and embedded in BA and MA programs at Alanus University and the University of Cologne. It links seminars, lectures, and workshops on ecological-ethical education for sustainability with research-based learning formats. The data basis consists of group discussions with students, portfolio reflections, and storytelling formats that open up imaginative and future-oriented perspectives.

The aim of the study is to understand how inner transformation emerges in the course of study, how it can be stimulated through teaching, and which methodological approaches are suitable for making these processes visible and researchable in order to generate impulses for sustainability-oriented teaching in childhood education.

Memberships

Publications

Monographs

Bilgi, O. (2021): Der (Neu-)Anfang im pädagogischen Denken. Eine zeitdiagnostische Analyse. Bielefeld: transcript.

Bilgi, O. (2011): Institutionelle Diskriminierung im Kindergarten. Eine Institution zwischen Fördern und Fordern, Hamburg, Bedey Media GmbH.

Edited volumes

Bilgi, O./Huf, C./Kluge, M./Stenger, U./Stieve, C./Wehner, U. (2023): Zur Verwobenheit von Natur und Kultur. Theoriebildung und Forschungsperspektiven in der Pädagogik der frühen Kindheit. Weinheim: Beltz Juventa

Bilgi, O./Senkbeil, T./ Mersch, D./Wulf, C. (2021): Der Mensch als Faktizität. Pädagogisch-anthropologische Zugänge. Bielefeld: transcript.

Bilgi, O./Blaschke-Nacak, G./Durand, J./Schmidt, T./Stenger, U./Stieve, C. (2021) “Quality” revisited! – theoretical and empirical perspectives in early childhood education. Weinheim: Beltz Juventa.

Bilgi, O./Sauerbrey, U./Stenger, U. (2020) Care – a foundational concept in early childhood education? (with Ulf Sauerbrey and Ursula Stenger). Weinheim: Beltz Juventa.

Bilgi, O./Schulze, K./Frühauf, M. (20217): Contradictions of Social Integration – On the Transformation of Social Work. Wiesbaden: Springer VS.

“Transformation of the Social – Transformation of Social Work” of the HBS doctoral program “Contradictions of Social Integration – On the Transformation of Social Work”, Wiesbaden: Springer VS. (collective editorship)

Articles in edited volumes and journals

Bilgi, O./Eble, M. (2025 forthcoming): Stories of the Planetary. Multispecies Care in Early Childhood Education. In: Lars Burghardt, Andrea Eckhardt, Diana Franke-Meyer, Jens Kaiser-Kratzmann, Iris Nentwig-Gesemann (eds.): Global Crises and Early Childhood Education. Weinheim: Beltz

Bilgi, O. (2025 in print): Cultural Education in Multispecies Worlds. New paths of learning in a vulnerable world. In: Dossier: Cultural Education in the Anthropocene. KUBI Online.

Bilgi, O. (2025): “On snails, lice, and ticks. Multispecies stories in daycare centers as a contribution to post-anthropocentric sustainability education. In: Iris Nentwig-Gesemann, Ursula Stenger, Silke Kaiser, Maike Rönnau-Böse and Haike Wadepohl (eds.): Research in Early Childhood Education. Focus: Children and Nature in the Context of Sustainable Development. Vol. 18. Freiburg: FEL, pp. 223-251 (peer reviewed).

Bilgi, O./ Cloos, P./ Jung, E./ Rönnau-Böse, M./ Widdascheck, C./ Zill-Sahm, I. (2025): Research ethics and teaching in childhood education. A discussion stimulus https://econtent.hogrefe.com/doi/full/10.1026/2191-9186/a000706

Bilgi, O./Schoyerer, G. (2025): A care-theoretical perspective on institutionalization processes in child day care. In: Katja Flämig and Gabriel Schoyerer (eds.): Child Day Care from a Theoretical Perspective. Discourses, Interpretations, and Developments. Munich: DJI, pp. 147-164

Bilgi, O./Stenger, U. (2025): Making the complexity of realities tangible. Ethical-ecological aspects of collaborative constitutions of reality in the context of early childhood education and care (ECEC). In: Malte Brinkmann et al. (Hrsg.): Realities – Phenomenological and Pedagogical Perspectives. Volume 13 in the series of Phenomenological Research. Wiesbaden: Springer, pp. 333–349.

Bilgi, O./Nentwig-Gesemann, I./Sieber-Egger, A./Stenger, U./Unterweger, G./Zadra, Cincia (2025): Ethical-ecological transformation potentials in daycare centers. Contributions to possibilities for learning and living together in the face of the climate crisis In: Tanja Sturm et al. (eds.): Crises and Transformations. Connections to the 29th Congress of the German Educational Research Association (Publications of the German Educational Research Association). Opladen, Berlin, Toronto: Barbara Budrich, pp. 181 – 196.

Bilgi, O. (2024): Cultures of vitality in daycare centers. Ethical and ecological aspects of learning in multispecies relationships. In: Blickpunkt. Soz. Passagen (2024) 16: 47-62. (peer reviewed).

Bilgi, O. (2023): A critical phenomenology of societal relations to nature. Place-based stories of child-chicken encounters in daycare centers. In: Oktay Bilgi, Christina Huf, Markus Kluge, Ursula Stenger, Claus Stieve und Ulrich Wehner (Hrsg.): Zur Verwobenheit von Natur und Kultur Theoriebildung und Forschungsperspektiven in der Pädagogik der frühen Kindheit. Weinheim: Beltz Juventa, S. 217-238.

Bilgi, O. (2022): Pedagogical concepts and ethical questions of human-animal relationships in the Anthropocene. In: Peter Cloos, Jens Kaiser-Kratzmann, Melanie Jester, Thilo Schmidt und Marc Schulz (Hrsg.): Kontinuität und Wandel in der Pädagogik der frühen Kindheit: Handlungsfelder, pädagogische Ansätze und Professionalisierung. Weinheim: Beltz Juventa, S. 115-129.

Bilgi, O./Stenger, U./Streiffels, S. (2022): Children’s drawings as traces into children’s worlds. Epistemological and methodological approaches to children’s drawings. In: Mirjam Kekeritz und Melanie Kubandt (Hrsg.): Kinderzeichnungen – Herangehensweisen, Potenziale, Grenzen. Wiesbaden: Springer VS, 183-212 (peer reviewed).

Bilgi, O. (2021): A pedagogical exploration of ethics of human-animal relationships in the Anthropocene. In: Thomas Senkbeil, Oktay Bilgi, Dieter Mersch und Christoph Wulf (Hrsg.): Der Mensch als Faktizität. Pädagogisch-anthropologische Zugänge. Bielefeld: transcript, S. 301-316.

Bilgi, O. et al. (2021): Introduction. In: Thomas Senkbeil, Oktay Bilgi, Dieter Mersch und Christoph Wulf (Hrsg.): Der Mensch als Faktizität. Pädagogisch-anthropologische Zugänge. Bielefeld: transcript, S. 9-26.

Bilgi, O. (2021): Quality conceived pedagogically: A historical-systematic contribution to the understanding of quality in early childhood education. In: Oktay Bilgi, Gerald Blaschke-Nacak, Judith Durand, Thilo Schmidt, Ursula Stenger und Claus Stieve (Hrsg.): „Qualität“ revisited. Theoretische und empirische Perspektiven in der Pädagogik der frühen Kindheit. Weinheim: Beltz Juventa, S. 49-67.

Bilgi, O. et al (2021): “Quality” in early childhood education – an introduction. In: Oktay Bilgi, Gerald Blaschke-Nacak, Judith Durand, Thilo Schmidt, Ursula Stenger und Claus Stieve (Hrsg.): „Qualität“ revisited. Theoretische und empirische Perspektiven in der Pädagogik der frühen Kindheit (zusammen mit Gerald Blaschke-Nacak, Judith Durand, Thilo Schmidt, Ursula Stenger und Claus Stieve). Weinheim: Beltz Juventa, S. 7-18.

Bilgi, O./Stenger, U. (2021): Phenomena: Play and Learning. In: Bianca Bloch, Melanie Kuhn, Marc Schulz, Wilfried Smidt und Ursula Stenger (Hrsg.): Germany Early Childhood Education in Germany – Issues in History, Theory, and Research. London: Routledge (peer reviewed).

Bilgi, O. (2020): Musical-aesthetic experience in early childhood in the tension between concrete-sensory and digital educational offerings – a phenomenological perspective. In: Marc Fabian Buck, Johannes Drerup und Gottfried Schweiger (Hrsg.): Neue Technologien – neue Kindheiten? Ethische und bildungs-philosophische Perspektiven, Berlin: Metzler Springer VS., S. 151-165.

Bilgi, O./Stenger, U. (2020): Care: Phenomenological notes on care relationships and practices in early childhood education. In: Oktay Bilgi, Ulf Sauerbrey und Ursula Stenger: Betreuung – ein frühpädagogischer Grundbegriff? Weinheim: Beltz Juventa, S. 60-81.

Bilgi, O./Sauerbrey, U./Stenger, U. (2020): Introduction to the edited volume. In: Oktay Bilgi, Ulf Sauerbrey und Ursula Stenger: Betreuung – ein frühpädagogischer Grundbegriff? Weinheim: Beltz Juventa, S. 7-11.

Bilgi, O./Stenger, U. (2020): Care for the beginning. An anthropological-phenomenological critique of preemptive strategies in early childhood. In: Thorsten Fuchs, Wolfgang Meseth, Christiane Thompson und Jörg Zirfas (Hrsg.): Erziehungswirklichkeiten in Zeiten von Angst und Verunsicherung. Weinheim/Basel: Beltz Juventa, S. 117-134.

Bilgi, O./Stenger, U. (2020): Care: Pedagogical-anthropological notes on dimensions of care in childhood education. In: Cornelie Dietrich, Niels Uhlendorf, Frank Beilerund Olaf Sanders (Hrsg.): Anthropologien der Sorge im Pädagogischen. Weinheim, Basel: Beltz Juventa, S. 154–166.

Bilgi, O. (2019): Care: Notes on a seemingly forgotten concept. In: Cornelia Dietrich, Ursula Stenger und Claus Stieve (Hrsg.): Theoretische Zugänge zur Pädagogik der Frühen Kindheit. Eine kritische Vergewisserung. Weinheim: Beltz Juventa, S- 465-474.

Bilgi, O. (2018): The beginning is what matters! Or: On the forgetting of beginnings in pedagogical thinking. In: Gerald Balschke-Nacak, Ursula Stenger, Jörg Zirfas (Hrsg.): Kinder – Kindheit. Weinheim: Beltz Juventa, S. 268–285.

Bilgi, O./Stenger, U. (2017): On the significance of foundational theories in early childhood education research. In: Iris Nentwig-Gesemann und Klaus Fröhlich-Gildhoff: Forschung in der Frühpädagogik X. Zehn Jahre Forschung frühpädagogische Forschung – Bilanzierungen und Reflexionen. Freiburg: FEL, S. 131–150 (peer reviewed).

Bilgi, O. (2017): The beginning is what matters!: Or on the end of time. In: Oktay Bilgi, Marie Frühauf und Kathrin Schulze (Hrsg.): Widersprüche gesellschaftlicher Integration – Zur Transformation Sozialer Arbeit. Wiesbaden: Springer VS, S. 245–266.

Bilgi, O./Frühauf, M./Schulze, K. (2017): Contradictions of social integration: On the transformation of social work – an introduction. In: Oktay Bilgi, Marie Frühauf und Kathrin Schulze (Hrsg.): Widersprüche gesellschaftlicher Integration – Zur Transformation Sozialer Arbeit. Wiesbaden: Springer VS, S. 1-11

Bilgi, O./Blaschke-Nacak, G. (2016): “We are simply a multicultural society.” An exploratory approach to the discursive construction and negotiation of difference in fields of early childhood education. In: Doris Edelmann, David Nolte, Marc Schulz und Ursula Stenger (Hrsg.): Diversität in der Pädagogik der Frühen Kindheit. Zwischen Konstruktion und Normativität. Weinheim: Beltz Juventa, S. 183–198.

Bilgi, O. (2016): The beginning is what matters?: The pedagogical gaze as response-ability. In: Friederike Schmidt, Marc Schulz und Gunther Graßhoff (Hrsg.): Pädagogische Blicke. Weinheim/Basel: Beltz Juventa, S. 104–120.

Bilgi, O. (2015): Limits of recognition as limits of community? On processes of subjectivation and recognition in the context of early childhood. In: Gerald Blaschke und Stefan Hößl (Hrsg.): Islam und Sozialisation: Aktuelle Studien. Wiesbaden: Springer VS, S. 15–38.

Bilgi, O./von Papen Robredo, G. (2014): Successful dissertation through structured doctoral study? In: Erziehungswissenschaft. Newsletter of the DGfE 83–85, Vol. 25, Issue 48, pp. 83–85.

Lectures

Between grief, hope, and resilience. Artistic-pedagogical explorations of transformative higher education teaching in times of crisis (with Philipp Gelitz and Ina Scheffler). As part of the opening conference of the DGfE Working Group “Sustainability and Non-Sustainability and Planetary Futures” on the topic “Educational Science and Sustainability – Addressing Resistance” (University of Cologne, 10.2025)

Sustainability Forum Educational Science: Disciplinary explorations for livable futures (Sarah Gaubitz, Nina Grünberger, Mandy Singer-Brodowski, Christoph Wulf). As part of the opening conference of the DGfE Working Group “Sustainability and Non-Sustainability and Planetary Futures” on the topic “Educational Science and Sustainability – Addressing Resistance,” panel discussion (University of Cologne, 10.2025)

Back from the future: Joint exploratory mapping of objects of educational science in research and teaching (with Ursula Stenger). As part of the opening conference of the DGfE Working Group “Sustainability and Non-Sustainability and Planetary Futures” on the topic “Educational Science and Sustainability – Addressing Resistance” (University of Cologne, 09.2025)

Co-construction and relationship-oriented education as a societal challenge (with Sylvia Kägi and Nadine Ben Sabeur). As part of the 4th Innsbruck Conference on Elementary Education on the topic “Learning in Elementary Education: Conditions – Expectations – Challenges” (University of Innsbruck, 09.2025)

Researching, Teaching, and Learning Sustainably in Art Education Bremen (Sarah Lopper and Sven Hermann). As part of the “Young Scholars Conference,” among others IKFK University, panel discussion (University of Bremen, 09.2025)

How to teach inner transformations for more sustainability (with Ursula Stenger and Miriam Eble) as part of the annual conference of the European Early Childhood Education Research Association on the topic “Early Education for All: Celebrating Diversity and Seeking Inclusion” (Comenius University Bratislava, 08.2025)

Aporias of pedagogical knowledge and action. Normativity as historically situated practice. As part of the third international conference of the Education Section of the International Forum Subject Didactics Education and Subject Didactics Psychology, “Norms and Values of Pedagogical Action as a Subject of Education Teaching” (University of Cologne, 03.2025)

Multispecies care in daycare centers. Transformative learning and educational perspectives in planetary relations (with Miriam Eble). As part of the annual conference of the DGfE Commission on “Early Childhood Education,” “Global Crises and Early Childhood Education” (Free University of Bozen, 02./03.2025)

Multispecies learning in kindergarten: Composting explorations of planetary subjectivity. As part of the workshop “Queering Methods. Workshop on Researching Subjects, Materialities & Spaces” (University of Cologne, 02.2025)

Education and care in crisis – Pedagogical relationships in times of crisis. As part of the workshop “Pedagogy in Times of Crisis. Education and Upbringing Against the Crisis?” (University of Wuppertal, 02.2025)

Telling stories in multispecies worlds. Science on the way toward a language of life. As part of the lecture series “Research Perspectives of Aesthetic Education and Its Reference Disciplines” in the subject Art & Art Theory (University of Cologne, 11.2024)

Telling stories, writing stories. Science on the way toward a (poetic) language of life” (with Margarete Jooß-Weinbach). As part of the conference “anders*sprechen*schreiben*[üben] re*präsentationsweisen in der kindheitspädagogik” (University of Hildesheim, 09./10.2024)

Cultural education in the Anthropocene: Paths of learning in a vulnerable world. As part of the conference “Climate – Landscape – Art. Cultural Education in the Anthropocene” of the Brandenburg Platform for Cultural Education in cooperation with Potsdam University of Applied Sciences, Prussian Palaces and Gardens Foundation Berlin-Brandenburg, Berlin University of the Arts (Orangery Palace in Sanssouci Park, 09.2024)

Perceptions of crisis and transformation strategies as a generational issue, using human-animal relationships in daycare centers as an example. As part of the symposium “Perceptions of Crisis and Transformative Movements in Daycare Centers. Contributions to Possibilities for Learning and Living Together in the Face of the Climate Crisis” at the DGfE Congress (Martin Luther University Halle-Wittenberg, 03.2024)

Cultures of ‘vitality’. A critical phenomenology of human-animal relationships in daycare centers. As part of the Fribourg Evening Lectures at the Center for Early Childhood Education (University of Fribourg, 11.2023)

Anthropology of care: Dimensions of the concept of care in educational science. As part of the expert forum “Theoretical Perspectives on Child Day Care” (German Youth Institute Munich, 11.2023)

Discussion round: Discipline-specific subjects, questions, and problems. As part of the publication “The childhood-educational project – searches and perspectives (working title). Editors: Peter Cloos, Edita Jung, Claus Stieve, Susanne Viernickel and Dörte Weltzien (online, 10.2023)

Childhood as a desire for vitality – Froebel’s contribution to socio-ecological transformation. Conference “Fröbel – The Nature of the Child” (University of Erfurt, 09.2023)

Research meets practice – Living together with humans and animals. As part of the FRÖBEL consultation program (online, 03.2023)

Learning to live together: Ethical-ecological perspectives on places of growing up in early childhood (with Ursula Stenger). As part of the annual conference of the DGfE Commission “Early Childhood Education,” “Shaping Children’s Growing Up” (Leipzig University, 03.2023)

Panel discussion as part of the Public Climate School (PCS) on the topic “Education in Times of the Climate Crisis” (University of Cologne, 11.2022)

Early childhood cultural education. As part of the BDK online network meeting, professional association for art education (Bauhaus University Weimar, 11.2022)

Making the Complexity of Realities Tangible. Ethical-Ecological Aspects of Collaborative Constitutions of Reality in the Context of Early Childhood Education and Care (with Ursula Stenger). As part of the 6th Symposium on Phenomenological Educational Science “Realities – phenomenological and pedagogical perspectives” (Humboldt University of Berlin, 09.2022)

Panel discussion as part of the conference “Possibilities and Challenges of a (Self-)Critical Early Childhood Education” (Herrenhausen Gardens in Hanover, 04.2022)

Constitution and ethical implication of daycare centers as places of shared learning and living in the Anthropocene (with Ursula Stenger). As part of the symposium “Places and Practices of Collaborative Learning. Pedagogical-anthropological explorations of border experiences and practices in the Anthropocene” at the DGfE Congress (University of Bremen, 03.2022)

On the pedagogical-ethical significance of interspecies world-making. Notes on a phenomenology of the body in childhood. As part of the authors’ workshop “Science Fiction of the Body. Potentials, possibilities, and requirements of educational-scientific body theory and research” (University of Hildesheim Foundation, 10.2021)

Expert hearing as part of the BMBF joint project “RaumQualitäten. A Topography of Pedagogical Space in Daycare Centers” (TH Cologne, 06.2021)

Ethic(s) of ecological difference. On the normativity of the human-animal relationship in early childhood education. As part of the Theory Working Group of the DGfE Commission “Early Childhood Education,” “What is (still) nature? The relationship between nature and humans in early childhood education” (TH Cologne, 05.2021)

Pedagogical approaches and ethical questions concerning the human-nature relationship in the Anthropocene. As part of the commission conference “Early Childhood Education” of the DGfE “Continuity and Change in Early Childhood Education: Fields of Action, Pedagogical Approaches, and Professionalization” (TH Cologne, 03.2021)

Quality conceived pedagogically: A contribution from the history of ideas to the concept of quality in early childhood education. As part of the joint conference of the Empirical Research and Theory Working Groups of the DGfE Commission “Early Childhood Education,” “‘Quality’ in Early Childhood Education – New Empirical and Theoretical Perspectives” (DJI Munich, 11.2019)

Care for the beginning: An anthropological-phenomenological critique of contemporary immunization strategies in early childhood (with Ursula Stenger). As part of the annual conference of the DGfE Section “General Educational Science,” “Educational Realities in Times of Fear and Uncertainty” (University of Cologne, 03.2019)

Care: Systematic-historical notes on a seemingly forgotten concept in early childhood education. As part of the 10th conference of the Theory Working Group of the DGfE Commission on “Early Childhood Education,” “Care – a foundational concept in early childhood education?” (University of Cologne, 11.2018)

Care – pedagogical-anthropological notes on dimensions of care in childhood education (with Ursula Stenger). As part of the annual conference of the DGfE Commission “Pedagogical Anthropology,” “Anthropology of Care” (Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 09.2018)

On the significance of theory in early childhood education research. As part of the 4th conference of the Empirical Research Working Group of the DGfE Commission “Early Childhood Education,” “Good Research in Early Childhood Education? Research Approaches, Subjects, and Methodologies” (St. Bonifatiushaus Hünfeld/Fulda, 08.2017)

Commentary on the joint project “Dealing with and Interpreting Poverty in Daycare Centers” between the Protestant Fröbel Seminar in Kassel and the University of Kassel (University of Kassel, 10.2016)

The beginning is what matters!? Or on the forgetting of beginnings in pedagogical thinking. As part of the colloquium of General Educational Science/Theory of Education at the University of Wuppertal (University of Wuppertal, 06.2016)

Difference as event: The experience of the other. As part of the lecture series “Reflections of the Other – Social Work in Dealing with Difference” at the Institute of Social Work and Social Policy, Faculty of Educational Sciences, University of Duisburg-Essen (University of Essen, 11.2015)

Natality, childhood, and ethics. As part of the annual conference of the DGfE Commission “Pedagogical Anthropology,” “Children-Childhoods” (University of Cologne, 10.2015)

“We are simply a multicultural society” – An exploratory approach to the discursive construction and negotiation of difference in fields of early childhood education (with Gerald Blaschke-Nacak). As part of the annual conference of the DGfE Commission “Early Childhood Education”: “In the Tension Between Construction and Normativity: Diversity in Early Childhood Education” (University of Cologne, 03.2015)

The beginning is what matters ?!: Natality and ethics. As part of the conference “Contradictions of Social Integration: On the Transformation of Social Work” (Zeche Carl Essen, 01.2015)

Visible invisibilities – The view of the other in social pedagogical contexts as a methodological challenge (with Nadine Günnewig). As part of the conference “Pedagogical Gazes: Educational Science Approaches to a Central Element of Pedagogical Practice” (University of Siegen, 05.2014)

Blog posts and podcast