Ideologies and practices in a kindergarten offering early education in Northern Sámi outside the Sámi homeland

Heltai, Borbála Pachné; Bartha, Csilla

doi:10.17011/apples/urn.201712104582

Cited by 2 publications

(2 citation statements)

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“…In her study of the semiotic landscapes of two kindergartens, Pesch (2017) found that linguistic diversity emerges as both a value attached to individual children and as a value shared by all children, regardless of their linguistic background. In addition, in their study of a North Sámi language nest kindergarten in Finland, Pachné Heltai and Bartha (2017) found that signs in North Sámi were placed on top of signs in Finnish for the Sámi group of the kindergarten, indicating that the minority language was valued. They also highlight the fact that rooms equipped with traditional Sámi artefacts were viewed as…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…As a consequence, the semiotic landscape conveys an understanding of legitimate actions and practices to all children, including ideas of belonging. A question that arises is whether the practices provide opportunities for more/other stories, more/other voices or more/other perspectives to be taken into consideration and pedagogically practised in relation to children's linguistic and cultural background (Bakhtin, 1986;Pachné Heltai & Bartha, 2017).…”

Section: Figure 4a Strategy For Solving Conflicts (Moon Kindergarten)mentioning

confidence: 99%

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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: Theoretical Backgroundmentioning

confidence: 99%

Section: Figure 4a Strategy For Solving Conflicts (Moon Kindergarten)mentioning

confidence: 99%