Eric Kimathi
Biographic Data
| ID | 4244763 |
|---|---|
| NAME | Eric Kimathi |
| GIVEN NAMES | Eric |
| FAMILY NAME | Kimathi |
| SIGNATURE | KIMATHI E |
| AFFILIATIONS | University of Agder |
| ORCID | 0000-0001-9463-2700 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Under the Watch of the State? Refugee Parents' Experiences with Surveillance in Norwegian Early Childhood Education Centers
This article investigates refugee parents' experiences with surveillance by early childhood education and care (ECEC) professionals in Norway on the basis of semi-structured interviews with 15 parents from refugee backgrounds. The findings reveal that these parents feel their parenting abilities are viewed with suspicion by ECEC professionals. This suspicion can lead to increased surveillance, causing parents to fear extensive state intervention …
Managing categories
Early intervention and integration are highly valued ideals in kindergartens in Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers ‘do’ early intervention and integration in their everyday work. They argue that this work largely revolves around managing categories, whether making categories fit people or making people fit categories. In this work, the kindergarten teacher…
Construction of a ‘traumatized’ refugee child in need of safety in Norwegian kindergartens
This paper explores how kindergarten teachers relate to the concept of safety in the integration of refugee children. My research findings reveal that the concept of safety, or trygghet in Norwegian, is understood as emotional support and comfort accorded to children. The notion of trygghet emerges as an important value-laden concept that shapes and largely influences teachers’ everyday work, and how they relate to children and their parents. The…
No prominent works on this page.
Construction of a ‘traumatized’ refugee child in need of safety in Norwegian kindergartens
This paper explores how kindergarten teachers relate to the concept of safety in the integration of refugee children. My research findings reveal that the concept of safety, or trygghet in Norwegian, is understood as emotional support and comfort accorded to children. The notion of trygghet emerges as an important value-laden concept that shapes and largely influences teachers’ everyday work, and how they relate to children and their parents. The…
Managing categories
Early intervention and integration are highly valued ideals in kindergartens in Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers ‘do’ early intervention and integration in their everyday work. They argue that this work largely revolves around managing categories, whether making categories fit people or making people fit categories. In this work, the kindergarten teacher…
Under the Watch of the State? Refugee Parents' Experiences with Surveillance in Norwegian Early Childhood Education Centers
This article investigates refugee parents' experiences with surveillance by early childhood education and care (ECEC) professionals in Norway on the basis of semi-structured interviews with 15 parents from refugee backgrounds. The findings reveal that these parents feel their parenting abilities are viewed with suspicion by ECEC professionals. This suspicion can lead to increased surveillance, causing parents to fear extensive state intervention …
Sociology (3 works) · Children's Rights and Participation (2 works) · Early childhood education (2 works) · Education and experiences of immigrants and refugees (2 works) · Migration, Health and Trauma (2 works) · Norwegian (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Refugee (2 works)