Normalised Diversity: Educators' Beliefs about Children's Belonging in Swedish Early Childhood Education

Autor/inn/en	Eek-Karlsson, Liselotte; Emilson, Anette
Titel	Normalised Diversity: Educators' Beliefs about Children's Belonging in Swedish Early Childhood Education
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.317-331 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1951677
Schlagwörter	Foreign Countries; Early Childhood Education; Sense of Community; Preschool Teachers; Teacher Attitudes; Beliefs; Safety; Diversity; Cultural Awareness; Cultural Differences; Preschool Children; Caring; Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; Sicherheit; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Care; Pflege; Sorge; Betreuung; Schweden
Abstract	The aim is to contribute knowledge about educators' beliefs about children's belonging in early childhood education. The study applies parts of Nira Yuval Davis's theory about the politics of belonging. Six group interviews were conducted with educators from four Swedish preschools. A content analysis is used as a first step, followed by a theoretical analysis. Two main beliefs were identified regarding the ECE 'community' and 'diversity'. The belief in the community included ideas related to both the collective and the individual child. Togetherness and safety appeared as collective-oriented aspects while the emphasis on a caring and loving approach, and protecting the child's integrity were individual oriented. To balance between the collective and the individual oriented beliefs emerged as a challenge. The belief in diversity contained aspects related to learning from each other and that different cultures enrich practice. Culture clashes emerged regarding time, outdoor activity, sexuality and identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01