Understanding Children’’s Concepts of Well-Being: Challenges in International Comparative Qualitative Research

Part 1. Introduction.- Chapter 1. Analytical Approaches and Child Well-being: Developments and Challenges (Tobia Fattore).- Part 2. Approaches to Analysing Children’s Well-being.- Chapter 2. Well-being as a Cultural Construct: Children s Perspectives and Discourse Practise (Susann Fegter).- Chapter 3. Intersectionality as an Approach to Unfold Social Inequalities Within Concepts of Well-being of Children in Azerbaijan and Germany (Christine Hunner-Kreisel).- Chapter 4. Well-being and Socially Valued Resources: Analytical Processes from the Australian Fieldwork Experience (Gabrielle Drake).- Chapter 5. Children’s Conceptualisations of Well-Being and the Relationship with their Lived Experiences: The Challenges of Developing a Fresh Analytical Framework (Colette McAuley).- Chapter 6. A New Theoretical Framework for the Study of Children’s Experiences of Well-being (Daniel Stoecklin).- Part 3. Methodological Interrogations of Children’s Well-being.- Chapter 7. The Contribution of Qualitative Methodologies for a Comprehensive Analysis on Subjective Well-being in Children (Joana Alexandre).- Chapter 8. Children’s Delphi: A Participatory Methodological Framework for Developing Child Well-being Indicators (Shazly Savahl).- Chapter 9. The Use of Focus Groups for Improving Data Collection and Interpretation in the Context of Children’s Subjective Well-being Assessment (Mònica González-Carrasco).- Part 4. Empirical Explorations in Analysing Children’s Well-being.- Chapter 10. Children’s Understanding of Subjective Well-being: Findings from a Study in Rural Punjab (Ravinder Barn).- Chapter 11. Children’s Subjective Well-being Situated in a Social Location (Basak Akkan).- Chapter 12. Understanding Children’s Subjective Well-being: A Case Study of City Children in Uttar Pradesh India (Vinod Chandra).- Chapter 13. Children s Feeling of Security (Graciela Tonon).- Part 5. Conclusion.- Chapter 14. Reflections on Analysing Children’s Well-being (Tobia Fattore).

Christine Hunner-Kreisel is working at the University of Vechta as a Professor in the Institute of Social Work, Education Science and Science of Sports, in the field of Transculturality and Gender. Her main research interests are on childhood and youth with a focus on family and institutional processes in upbringing and education. She researches on the subject of well-being of children and youth with reference to questions of social inequalities. She has expertise in qualitative research methods.

Christine Hunner-Kreiselhas worked in several national and international projects on the subjects of Islamic Education, Education in a globalized world, on youth and migration, on childhood and family and migrational processes. Actually she is working in an international, qualitative project on the well-being of children and is leading coordinator of the together with Dr. Susann Fegter (TU-Berlin/Germany) and Dr. Tobia Fattore (Macquarie University/Australia). Christine Hunner-Kreisel has organized several international conferences on the subject of Growing up and Education in Muslim lifeworlds, and another international conference on the subject of childhood and migration: gendered and generational perspectives (financed by the German Research Foundation/DFG). She is editor-in-chief for the Child Indicator Research Journal together with Asher Ben Arieh and Bong Joo Lee.

Tobia Fattore’ is a Lecturer in the Department of Sociology, Macquarie University. His empirical research is in the broad areas of the sociology of childhood and sociology of work. He is currently working on several projects in these areas. This includes a sociological examination of children’s well-being, that analyses children’s understandings and sense of well-being and how this reflects processes of modernisation. With Jan Mason, he has recently published Children’s Understandings of Well-being: Towards a Child Standpoint (Springer) which provides a comprehensive theory of child well-being using unique empirical data. He has undertaken a study of children’s work in developed economies that shows how transformations in the world of work have created different opportunities for children for social integration.

He is currently a coordinating lead researcher on the multi-national study Children’s Understandings of Well-being - Global and Local Contexts’ whichinvolves a qualitative investigation into how children experience well-being from a comparative and global perspective, to explore the relative importance of local, regional and national contexts for children’s well-being.

Susann Fegter is a Professor for Historical and General Educational Sciences at the Technische Universität Berlin. Her current empirical research is located in the broad area of the social contexts and processes of growing up of children and youth, with a specific focus on qualitative methodology, discourse analysis, gender and technology. Susann Fegter has long years of experiences in managing and leading qualitative research projects on childhoods. She has done a 3-year´s ethnography on urban childhoods in Frankfurt/Main and was part of the research team of World Vision Children’s Studies ＂Children in Germany＂ 2010 and 2013. Currently she is the scientific leader of a DFG-project on gendered professions in early childhood education (NeO) and is doing a pilot study in Berlin to test participatory research instruments for the multinational qualitative study on ＂Children´s understanding of well-being＂ (CUWB). Susann Fegter is very visible in international publications and on international conferences, including organizing an international conference in 2015 in Berlin funded by the DFG. Susann Fegter is Vice-Director for internationalization and research at the School of Education at the TU Berlin (SETUB) and speaker of the graduate school DiGiTal, which is a cooperative project of all universities in Berlin to support gender equalities in academic careers.