Peukert_2024_Doing_parenthood

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Peukert, Almut

"Doing parenthood" within ambivalent orders of recognition

Bollig, Sabine [Hrsg.]; Groß, Lisa [Hrsg.]: Practicing the family. The doing and making of family in, with and

through social work and education. Bielefeld : transcript 2025, S. 123-138. - (Pedagogy)

Quellenangabe/ Reference:

Peukert, Almut: "Doing parenthood" within ambivalent orders of recognition - In: Bollig, Sabine [Hrsg.];

Groß, Lisa [Hrsg.]: Practicing the family. The doing and making of family in, with and through social work

and education. Bielefeld : transcript 2024, S. 123-138 - URN: urn:nbn:de:0111-pedocs-324129 - DOI:

10.25656/01:32412; 10.14361/9783839462812-008

https://nbn-resolving.org/urn:nbn:de:0111-pedocs-324129

https://doi.org/10.25656/01:32412

in Kooperation mit / in cooperation with:

www.transcript-verlag.de

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“Doing parenthood” within ambivalent orders

ofrecognition

Almut Peukert

1 Introduction: who is considered a parent and what is a family?

            

              

           

              

            

           

          

          

         

            

           

             

              

             

            

            

            

          

         

          



            

1 This article is based on the keynote address from the international conference “The making

and doing of family in, through, and with education and social work” held in Trier in 2021.

2 The research project was funded by the German Research Foundation (DFG) from 2018

to 2021 and led by Christine Wimbauer (Humboldt-University of Berlin), Mona Motakef

(TU Dortmund), and Almut Peukert (University of Hamburg) (WI 2142/7-1, MO 3194/2-1, PE

2612/2-1). Our team members, Julia Teschlade and Leoni Linek, and our student assistants,

124 Practicing the family/families in education& social work

             

          

          

         

          

            

          

          

            

          

             

           

            

            

        

              

            

             

              

             

              

             

       

2 State of the art: queer parenthood and family-making

          

           

            

           

           

            

        

            

           

          

        

Julia Bringmann, Lena Mobers, and Elena Mayeres, were engaged in data gathering and

analysis. I am thankful to the entire research team for our thought-provoking discussions.

Almut Peukert: “Doing parenthood” within ambivalent orders ofrecognition 125

         

           

        

         

        

            

         

             

           

            

          

             

           

           

          

          

              

            

            

              

          

          

  

3 Theoretical perspectives: recognition and “doing family”

             

        

            

            

           

         

            

          

    

      

         

          

         

3 On the similarities between practice theory and pragmatism cf. Bogusz 2009.

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Peukert,Almut"Doingparenthood"withinambivalentordersofrecognitionBollig,Sabine[Hrsg.];Groß,Lisa[Hrsg.]:Practicingthefamily.Thedoingandmakingoffamilyin,withandthroughsocialworkandeducation.Bielefeld:transcript2025,S.123-138.-(Pedagogy)Quellenangabe/Reference:Peukert,Almut:"Doingparenthood"withinambiv...

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