Parental engagement in Icelandic preschools

Einarsdóttir, Jóhanna; Jónsdóttir, Arna H.

doi:10.4324/9781315561981-11

Cited by 2 publications

(2 citation statements)

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“…While the teachers understand the parents' reaction as positive, this may also relate to how parents and kindergarten teachers view each other's competence and influence in the kindergarten. Kindergarten teachers do not necessarily view parents as competent to contribute to the kindergarten practices, (Kultti & Samuelsson, 2016), and a difference in power and knowledge is regarded as general challenge for equal collaboration with parents (Alasuutari, 2010;Einarsdottir & Jonsdottir, 2018). This may also prevent parents from getting involved or even criticising the teachers.…”

Section: Discussionmentioning

confidence: 99%

Kindergartens in Northern Norway as semiotic landscapes

Pesch

Dardanou

Sollid

2021

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Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in Northern Norway, this article contributes to this knowledge gap. Our starting point is that educational spaces are social, cultural, and political places. Applying a Bakhtinian perspective on semiotic landscapes as dialogues, the analysis focuses on two discourses. The first concerns diversity as an individual or shared value, and the second concerns balancing the ordinary and the exotic. We find that diversity related to transnational migration seems to be more integrated into the semiotic landscape, while the minoritised Indigenous Sámi people is stereotypically represented in kindergartens.

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Section: Discussionmentioning

confidence: 99%

Kindergartens in Northern Norway as semiotic landscapes

Pesch

Dardanou

Sollid

2021

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“…Thus, in many respects, it is a general interaction order that exists at Sunflower regarding linguistic practice and preparation for school. It also directly references the kindergarten as a context of interaction (Ødegaard & Krüger, 2012), in which studies on cooperation have identified a field of tension between professional roles and equal partnerships between kindergarten teachers and parents (Alasuutari, 2010;Einarsdottir & Jonsdottir, 2018;Kultti & Samuelsson, 2016).6…”

Section: Reading the Excerpts From A Nexus Analytic Perspectivementioning

confidence: 99%

Studying Families’ and Teachers’ Multilingual Practices and Ideologies in Kindergartens

Pesch

2020

Childhood Cultures in Transformation

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Parental engagement in Icelandic preschools

Cited by 2 publications

References 1 publication

Kindergartens in Northern Norway as semiotic landscapes

Kindergartens in Northern Norway as semiotic landscapes

Studying Families’ and Teachers’ Multilingual Practices and Ideologies in Kindergartens

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