Conflicts and resistance: potentials for democracy learning in preschool

Abstract

The study aims to develop knowledge about learning for democracy in ECEC, through investigating acts of resistance in conflicts and examine these as potentials for democracy learning. The study is informed by Mouffe's theoretical ideas about conflicts as a prerequisite for democracy. The research questions are: What kind of conflicts can be identified in everyday interactions in preschool? How do children and teachers express and maintain resistance in conflicts? What potentials for democracy learning are there in such acts? Data consist of video observations of interactions in four Swedish preschools. The analyses of the interactions comprised various readings to identify expressions of conflicts and ways to communicate resistance. Ethical considerations were paramount to ensure that the studies met the ethical requirements. Identified conflicts are described in terms of qualities of space: (a) Space for diversity illustrates openness for different opinions to be articulated and heard: (b) Space for unity illustrates how alliancebuilding and authority create conditions and restrictions for opinions to be articulated, heard and/or neglected. Playfulness, courage and emotions are important traits for resistance and both agonism and antagonism appear to be at play. The conflicts identified offer both possibilities and obstacles in learning for democracy. ARTICLE HISTORY

The development of children's epistemic beliefs across the early years of elementary school

“…Moving children beyond multiplist perspectives means that rather than simply accepting all opinions as equal, the children would be supported to engage in critical reflection (Sigauke, ). Winton () suggested that engaging with and evaluating conflicting points of view helps children to develop their ideas about equity and justice (Bjervås, ; Johansson & Emilson, ; Pálmadóttir, ). This may be promoted through dialogically organized classrooms (DOCs; Lunn Brownlee et al ., ).…”

“…While children shift from absolutist, black, and white perspectives to more multiplist thinking, teachers can play a role in stimulating children to think critically by providing experiences that include analysing conflicting points of view in terms of value judgements (Johansson & Emilson, ; Lunn Brownlee et al ., ; Winton, ). Understandings about social justice and inequality can be developed when children are assisted to engage in critical thinking in relation to norms, oppressions, and injustices (Bjervås, ; Thornberg, , ; Zachrisen, ).…”

“…Promoting conflicting perspectives and shifts in ideas is a useful tool to challenge critical thinking and reflexivity. When teachers and children engage in reasoning together and in discussions about value conflicts, children can be supported to develop more sophisticated moral reasoning (Howe & Covell, ; Johansson et al ., ; Johansson & Emilson, ; Johansson & Röthle, ; Pálmadóttir, ; Pálmadóttir & Johansson, ). Johansson et al .…”

When Anger Arises in the Interaction with Children in Kindergartens – The Staff’s Reactions to Children’s Resistance

“…Recent research has highlighted challenges that might arise in conflict situations, which means that people have different perspectives, values or aims for their thoughts and actions (Doppler-Bourassa et al, 2008). Different types of resistance can occur in such events (Johansson & Emilson, 2016;Markström & Halldén, 2009;Skoglund, 2019). In the Scandinavian countries conflicts and resistance are considered important for democratic learning, where expressions of different interests, perspectives and resistance are important events in everyday life in kindergartens.…”

“…In the Scandinavian countries conflicts and resistance are considered important for democratic learning, where expressions of different interests, perspectives and resistance are important events in everyday life in kindergartens. Children are expected to handle conflicts verbally, and through negotiations and compromises, while teachers are expected to support these negotiations in a democratic and rational way (Grindheim, 2013;Johansson & Emilson, 2016;Skoglund, 2019).…”