Normalised diversity: Educators' beliefs about children's belonging in Swedish early childhood education

Liselotte Eek Karlsson, Anette Emilson

Research output: Contribution to journalReview articlepeer-review

Abstract

The aim is to contribute knowledge about educators’ beliefs about children’s belonging in early childhood education. The study applies parts of Nira Yuval Davis’s theory about the politics of belonging. Six group interviews were conducted with educators from four Swedish preschools. A content analysis is used as a first step, followed by a theoretical analysis. Two main beliefs were identified regarding the ECE ‘community’ and ‘diversity’. The belief in the community included ideas related to both the collective and the individual child. Togetherness and safety appeared as collective oriented aspects while the emphasis on a caring and loving approach, and protecting the child’s integrity were individual oriented. To balance between the collective and the individual oriented beliefs emerged as a challenge. The belief in diversity contained aspects related to learning from each other and that different cultures enrich practice. Culture clashes emerged regarding time, outdoor activity, sexuality and identity.
Original languageEnglish
Number of pages15
JournalEarly Years
DOIs
Publication statusPublished - 2021

Swedish Standard Keywords

  • Pedagogical Work (50304)

Keywords

  • belonging
  • politics of belonging
  • ECE
  • educators
  • beliefs

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