Hva betyr «kompetanse for mangfold» i utdanningssystemet? - Et kritisk perspektiv på mangfolddiskursen

Westrheim, Kariane; Hagatun, Kari

doi:10.18261/issn1504-2987-2015-03-04-02

Cited by 16 publications

(10 citation statements)

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“…May and Sleeter (2010) criticize liberal multiculturalism in emphasizing cultural differences, arguing that the multiculturalism approach fails to see power differences between minorities and majorities. Within a critical multiculturalist process, children's and parents' culture is verified and acknowledged, but without overfocusing or simplifying the importance of cultural differences (May and Sleeter, 2010;Westrheim, 2014). According to May and Sleeter (2010) and Westrheim (2014), the critical multicultural approach does not categorize people and groups with common cultural characteristics or identities but acknowledges people without oversimplifying or over-focusing their cultural differences.…”

Section: Critical and Power Critical Theorymentioning

confidence: 99%

“…Within a critical multiculturalist process, children's and parents' culture is verified and acknowledged, but without overfocusing or simplifying the importance of cultural differences (May and Sleeter, 2010;Westrheim, 2014). According to May and Sleeter (2010) and Westrheim (2014), the critical multicultural approach does not categorize people and groups with common cultural characteristics or identities but acknowledges people without oversimplifying or over-focusing their cultural differences. Bourdieu et al (2006) have a similar approach and argue that culture is dynamic and relational depending on people's cultural capital and the power relations between groups and people within a society or specific context such as the ECE institution.…”

Section: Critical and Power Critical Theorymentioning

confidence: 99%

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“We try to give a good life to the children”-refugee parents and ECE professionals experiences of the early childhood education partnership in Norway

Lund

2024

Front. Educ.

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IntroductionChildren in Europe and Norway grow up in an increasingly culturally diverse society. As of 2022, 20% of children in Norwegian Early Childhood Education (ECE) institutions have a minority background. It is essential for parents and ECE professionals to work together to ensure a good start for these children. The partnership between the ECE institutions and parents is a statutory right and duty, and parents should, on equal terms, participate and influence what happens in the ECE institutions. However, research has shown a wide variation in how ECE professionals create partnerships with minority and refugee parents, and many find working with this group of parents challenging. This article explores the experiences of the interactions and encounters between refugee parents and ECE professionals in a Norwegian ECE setting. The aim is to analyze the tensions in this partnership and provide insights into these encounters, negotiation processes and their experiences.MethodologyThe study is based on semi-structured interviews with twelve refugee parents, interviews with six pedagogical leaders, and one kindergarten manager. Additionally, fieldwork was conducted in one ECE institution to provide contextual depth.ResultsThe data is analyzed thematically using an inductive research design. Through this analysis, three prominent themes emerged: 1) Barriers, 2) “Norwegianness”, and 3) Trust. The findings highlight the importance of trust in children’s care and the ECE institution’s safety. At the same time, refugee parents emphasize education as a key to a promising future in Norway and value the education aspect of ECE institutions as high. Communication and language barriers pose an extra burden or stress for both ECE professionals and refugee parents. “Norwegianness” as a cultural norm within ECE institutions is linked to the values, norms, and cultural capital valid within the ECE institution.DiscussionThe findings are discussed within the theoretical frameworks of cultural capital and power relations and critical pedagogy. The interactions and encounters between refugee parents and ECE professionals show tensions arising from differences in cultural norms and understandings. In summary, this article explores the challenges posed by cultural diversity in ECE institutions and argues for using cultural sensitivity to foster more flexibility in these encounters to enhance inclusion and belonging in ECE institutions.

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Section: Critical and Power Critical Theorymentioning

confidence: 99%

Section: Critical and Power Critical Theorymentioning

confidence: 99%

“We try to give a good life to the children”-refugee parents and ECE professionals experiences of the early childhood education partnership in Norway

Lund

2024

Front. Educ.

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“…Enkelte mener vi derfor bør se på mangfold som en normaltilstand der man ser enkeltindividene (Nyléhn & Biset, 2015). Samtidig har enkelte vaert kritiske til mangfold som begrep og ment det løser ingen problemer og heller dekker over utfordringer og problemer (Borchgrevink & Brochmann, 2008, s. 27;Westrheim & Hagatun, 2015). Begrepet blir også vanskelig å vaere kritisk til siden det fremstår som uproblematisk og moralsk riktig (Westrheim & Hagatun, 2015).…”

Section: Historisk Blikk På Mangfoldbegrepet I Barnehagefeltetunclassified

4. Samhandling om kroppsøving

Berg¹

2023

Bevegelsesfellesskap I Oppveksten

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“…Samtidig har enkelte vaert kritiske til mangfold som begrep og ment det løser ingen problemer og heller dekker over utfordringer og problemer (Borchgrevink & Brochmann, 2008, s. 27;Westrheim & Hagatun, 2015). Begrepet blir også vanskelig å vaere kritisk til siden det fremstår som uproblematisk og moralsk riktig (Westrheim & Hagatun, 2015). Westrheim og Hagatun (2015) mener en viktig tilnaerming er å spørre seg: «Hva er det som ikke beskrives når man bruker begrepet mangfold?» (s. 177).…”

Section: Historisk Blikk På Mangfoldbegrepet I Barnehagefeltetunclassified