‘<i>Sometimes we have to clash</i>’: how preschool teachers in Sweden engage with dilemmas arising from cultural diversity and value differences

Anderstaf, Susanna; Lecusay, Robert; Nilsson, Monica

doi:10.1080/14675986.2021.1878112

Cited by 16 publications

(7 citation statements)

References 16 publications

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“…They reported not benefiting from the universal language of music, dance, or pictures. Anderstaf et al (2021) stated in their study in a school in Sweden that contains 70% different cultures that teachers encounter similar problems. Still, they also use different cultures as the source and solution of the problem.…”

Section: Discussionmentioning

confidence: 99%

Examining early childhood teachers' beliefs and practices about multicultural education

Özel

2024

JIRTE

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Multiculturalism has become a crucial part of education in most countries and Türkiye since global migrations are constantly increasing. However, multicultural education is still being discovered by teachers and educators. Therefore, this study examined early childhood teachers' beliefs and practices through multicultural education in Türkiye. The study was designed as a qualitative study in which multiple case studies design was utilized for investigation. All six participants were selected by purposive sampling and working with 5-6-year-old children from different countries. Data was collected through semi-structured interviews, and inductive content analysis was utilized to analyze the collected data. The findings indicated that teachers are not aware of the meaning of multiculturalism and multicultural education. Teachers were not prepared to teach culturally diverse children. In addition, they believe that instead of preparing the classroom for children with different funds of knowledge and adapting the curriculum for them multicultural children should adapt to the current educational system. Finally, teachers claimed the language barrier is the biggest issue they had to cope with, and they use online translators, older siblings going to the same school as interpreters, and body language to solve this problem.

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Section: Discussionmentioning

confidence: 99%

Examining early childhood teachers' beliefs and practices about multicultural education

Özel

2024

JIRTE

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“…In our own research, we have observed that preschool teachers come to similar conclusions about the nature of community in preschool. For example, teachers working in culturally diverse Swedish preschools, when negotiating cultural tensions with parents and guardians, came to see the constitution of community within and beyond preschool walls as situated and contingent (Anderstaf et al, 2021). That is, they came to see each preschool (including individual departments) as places where groups of people routinely interact around shared activities, each contributing knowledge, values, and practices to create diverse idiocultures (Fine, 1979) within and between the departments that made up their preschools.…”

Section: Education and The Sustainable Development Goals: Unesco's Ed...mentioning

confidence: 99%

What is Community in Early Childhood Education and Care for Sustainability? Exploring Communities of Learners in Swedish Preschool Provision

Lecusay

Mrak

Nilsson

2022

IJEC

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In UNESCO’s recent publication Education for Sustainable Development: A Roadmap the idea of community is described as playing an important role in the organization of education for sustainable development as a means of supporting transformations towards sustainability. In the present study we examine the relationship between community and the organization of Early Childhood Education and Care for Sustainability (ECECfS). This examination is based on case studies of Swedish preschool teachers’ perspectives and practices in relation to ECECfS. Drawing on Cultural Historical Activity Theory and the concept of ontological Communities of Learners, we describe ways in which community-based characteristics of the preschools shape and are shaped by cultural tools used to pursue ECECfS. Themed-Project Work (TPW), a common means in Swedish preschools of organizing day-today activities, emerged as an important practice through which to examine questions of community within and across preschools. We describe organizational tensions concerning how pedagogical practices like TPW change from being tools to support a preschool’s activities, to being objects toward which these activities are oriented. Such changes can enable or constrain a preschool’s possibilities for building pluralistic and democratic ECEC environments. We also discuss how the said organizational tensions are rooted in how community is conceived of in preschool provision. Community is constituted not only through the relationships among members of individual preschools but also through the relationships that preschools have with other preschools in their administrative networks. We discuss contradictions that emerge in this matrix of relationships that shape how preschools enact good governance in the pursuit of ECECfS.

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“…The practitioners try to 'foster' the migrant parents to become preschool parents typical of the host society (Lunneblad 2013(Lunneblad , 2017Sønsthagen 2020). In Sweden, studies also indicate that preschool practitioners are uncertain about confronting value differences and handling diversity, which might be rooted in the desire to avoid conflicts (Anderstaf, Lecusay, and Nilsson 2021).…”

Section: State Of the Artmentioning

confidence: 99%

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

Löthman

Puskás

2021

European Early Childhood Education Research Journal

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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.

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‘Sometimes we have to clash’: how preschool teachers in Sweden engage with dilemmas arising from cultural diversity and value differences

Cited by 16 publications

References 16 publications

Examining early childhood teachers' beliefs and practices about multicultural education

Examining early childhood teachers' beliefs and practices about multicultural education

What is Community in Early Childhood Education and Care for Sustainability? Exploring Communities of Learners in Swedish Preschool Provision

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

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