Institutionel Etnografi som analytisk optik i udforskningen af styrende relationer i børns overgange fra børnehave til skole

This chapter describes how institutional ethnography has been used
as an analytical lens to explore the work children and preschool teachers perform
in the transition from kindergarten to school. The chapter illustrates how
concepts such as ruling relations, institutional discourse, institutional capture,
and ideological code can be used to generate knowledge about people’s lives,
actions, and experiences, and how their lives are affected and intertwined by
translocal relations. The chapter is based on the author’s doctoral dissertation,
Difficult connections. An institutional ethnography about children’s movement
from kindergarten to elementary school (Christensen, 2020), and also illustrates
how ethnographic fieldwork can be a useful methodological approach when the
impact of institutions in people’s lives are to be explored.