On the way towards integration? From monologic to dialogic encounters in Swedish rural preschools

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.

Tensions of Difference in Integrating Refugee Children in Norwegian ECEC Centers

“…This implies that there is a need for more dialogue between parents and ECEC professionals regarding how to incorporate different mother tongues (Löthman & Puskás, 2022;Tobin, 2020). Second, the findings reveal how the teachers emphasized the importance of children developing independence by teaching them how to take care of their own hygiene needs, feeding, and emotional regulation.…”

“…Third, there are many differences with respect to child-rearing norms between ECEC professionals and refugee parents. Integration work, therefore, is embedded in the relational and institutional power activated by ECEC professionals as they engage in integration work and the raising of socially cohesive citizens (Gilliam & Gulløv, 2017;Löthman & Puskás, 2022).…”

Barnets eget modersmål i pedagogernas beskrivningar av goda praktiker för att utveckla språk i finländsk småbarnspedagogik

“…[---] med projektfinansiering resurspersonal (resurslärare och barnskötare), språkmentorer (modersmålsstöd och stöttande av den kulturella identiteten) (836) Språkassistenter behövs och de är en bra resurs för verksamheten, men samarbetet kräver planering och en gemensam pedagogisk referensram (Löthman & Puskás, 2022;Wedin & Warström, 2018). Nemeth (2021) diskuterar hur språkassistenter kan vara ett värdefullt tillägg för att främja och stötta barns utveckling i de egna modersmålen.…”

“…extra resurser, material och speciella arrangemang (se också Harju & Åkerblom, 2020). I svaren beskrivs detta i form av användningen av befintliga materialresurser samt tolkar, språkassistenter och andra professionella nätverk som inte ordinärt befinner sig på daghemmet i vardagliga situationer (Löthman & Puskás, 2022;Nemeth, 2021;Wedin & Warström, 2018).…”