Superdiversity as a Trajectory of Diversity in Norwegian Early Childhood Education and Care: From a Collection of Differences to Participation and Becoming

Autor/in	Sadownik, Alicja R.
Titel	Superdiversity as a Trajectory of Diversity in Norwegian Early Childhood Education and Care: From a Collection of Differences to Participation and Becoming
Quelle	In: Contemporary Issues in Early Childhood, 21 (2020) 4, S.284-296 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sadownik, Alicja R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120966088
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care; Diversity; Educational Policy; Public Policy; Immigration; Teacher Attitudes; Preschool Teachers; Teacher Education Programs; Student Attitudes; Preservice Teachers; Social Environment; Minority Groups; Teacher Student Relationship; Parent Teacher Cooperation; Equal Education; Child Development; Preschool Curriculum; Norway + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Soziales Umfeld; Ethnische Minderheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kindesentwicklung; Norwegen
Abstract	This article uses the concept of 'superdiversity' as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals' understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early childhood education and care institutional practice. On the basis of interviews with 2 migration pedagogues, 10 early childhood education and care teachers, and 15 early childhood education and care teacher education students, the following conceptualisations of diversity were reconstructed: diversity as embodied by different children and families; diversity as a social context for every child's becoming; and diversity as equal participation. Each of these accounts involved ways of working with children and families from minority and majority backgrounds, and 'diversity as a social context for every child's becoming' seemed to be most in line with the Norwegian curriculum. The curriculum focuses on the process of formative development/becoming, which overlaps with and may be meaningfully supplemented by superdiversity. However, superdiversity as a sociological concept requires careful operationalisation in dialogue with the field and its empirics . (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01