The learning early childhood education and care institution as an inclusion arena
Bibliographic Data
| ID | 21685740 |
|---|---|
| Authors | Anne Grethe Sønsthagen (0000-0001-6559-7571, Western Norway University of Applied Sciences, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 3 |
| Pages | 357-370 |
| Publication date | 2024-05-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2023.2254533 |
| OpenAlex | W4386630202 |
| Language | EN |
| References cited | 13 |
Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution
Developmental psychology · Early childhood · Early childhood education · Institution · Legislation · Pedagogy · Political science · Professional development · Public relations · Social science · Sociology · Early Childhood Education and Development · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|