On the Way towards Integration? From Monologic to Dialogic Encounters in Swedish Rural Preschools

Autor/inn/en	Löthman, Charlotte; Puskás, Tünde
Titel	On the Way towards Integration? From Monologic to Dialogic Encounters in Swedish Rural Preschools
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 4, S.529-542 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Löthman, Charlotte) ORCID (Puskás, Tünde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1974919
Schlagwörter	Preschool Education; Immigrants; Parent Attitudes; Parent Teacher Cooperation; Foreign Countries; Preschool Teachers; Teacher Attitudes; Rural Schools; Dialogs (Language); Social Integration; Cultural Differences; Attitude Change; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Immigrant; Immigrantin; Immigranten; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Dialog; Dialogs; Dialogue; Dialogues; Soziale Integration; Kultureller Unterschied; Attitudinal change; Einstellungsänderung; Schweden
Abstract	This article explores preschool practitioners' perceptions of their encounters with migrant parents in rural preschools. The practitioners' accounts are analyzed through Bakhtin's theory of dialogism. This theoretical approach was chosen based on the assumption that a successful integration process is accompanied by the presence of a dialogic stance that embraces difference. The practitioners' accounts describe a change, in terms of moving from a monologic to a dialogic stance, that in turn indicates a move towards (self-)reflexivity as far as their attitudes towards migrant parents and their own practices are concerned. In addition, the practitioners' accounts can be understood as describing that they experience an integration process themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01