Staff attitudes and perceptions in multicultural nursery schools

Ogilvy, Carole M.; Boath, Elizabeth; Cheyne, William M.; Jahoda, Gustav; Schaffer, H. Rudolph

doi:10.1080/0300443900640101

Cited by 10 publications

(3 citation statements)

References 9 publications

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“…This is supported by several other researchers, who have argued that teachers expect that ethnic minority students/black students are less competent and qualified than ethnic majority/white students (i.e. Frox, Phoenix & Pattmann, 2002;Gilliam, Forthcoming;Gitz-Johansen, 2005;Lewis, 2004;Ogilvy et al, 1990 and1992). These expectations and the staff's way of striking the two different tones turn out to be a pattern in everyday life, which is not reflected on, nor challenged as a social and cultural construction by the staff themselves; rather it is reproduced by their non-conscious bodily externalising of internalised habitual dispositions (Bourdieu, 1990).…”

Section: The Adult's Best Attempts To Include Every Childsupporting

confidence: 60%

Two tones: The core of inequality in kindergarten?

Palludan¹

2007

IJEC

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This article examines how kindergarten-children are differentiated and segregated through vocal practices and processes. The analysis is based on empirical data, which originate from a long ethnographic fieldwork in Denmark. The author presents two different language tones: a teaching tone and an exchange tone and shows a pattern in the ways the two tones are performed. While the teaching tone is heard in the interaction between the staff and the ethnic minority children, the ethnic majority children (the Danes) are addressed in the exchange tone. Pierre Bourdieu's concepts: 'linguistic market', 'habitual inclinations' and 'feeling for the game' are used as theoretical framework. When the author interprets and explains the language pattern as unequal distribution of recognition and as continuation of reproduction of a socio-cultural hierarchy among the children she relates to this framework. The last part of the article comprises a discussion of existing structured language stimulation program's potentials for challenging the professional adults' practice and the demonstrated differentiation and segregation processes. RÉSUMÉCet article examine comment la différenciation et sélection des enfants de la maternelle sont inhérentes aux pratiques et aux processus verbaux. L'analyse se base sur les données empiriques émanant d'un long travail ethnographique sur le terrain au Danemark. L'autrice présente deux tons linguistiques : un ton d'enseignement et un ton d'échange, en outre, elle introduit un modèle relatif aux manières avec lesquelles les deux tons sont réalisés. Le ton d'enseignement s'entend dans le cadre de l'interaction entre le personnel et les enfants ethniques minoritaires tandis que le personnel s'addresse aux enfants ethniques majoritaires (les Danois) du ton d'échange.Les notions de Pierre Bourdieu : le marché linguistique, les inclinations habituelles et le sentiment du jeu, sont appliquées en tant que cadre théorique. Quand l'autrice interprète et explique le modèle de langage en tant que la distribution inégale de l'appréciation ainsi que la continuation de la reproduction de la hiérarchie parmi les enfants, elle le relie à ce cadre. La dernière partie de cet article amorce une discussion sur les possibilités relatives aux programmes structurés de stimulation du langage en ce qui concerne le défi par rapport aux pratiques des adultes professionnels et aux processus de différenciation montrés. RESUMENEste artículo examina cómo la diferenciación y selección de niños /as a la escuela maternal son inherentes a las prácticas y a los procesos verbales. El análisis se basa en los hechos empíricos emanados de un largo trabajo etnográfico realizado en terreno en Dinamarca. La clara presencia de tonos lingüísticos: un tono de enseñanza y un tono de intercambio, y por otro lado, se introduce un modelo relativo a la forma en que los dos tonos son empleados. El tono de enseñanza se escucha en los intercambios entre el personal técnico docente y los 76 infantes de etnias minoritarias en tanto que el personal docen...

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Section: The Adult's Best Attempts To Include Every Childsupporting

confidence: 60%

Two tones: The core of inequality in kindergarten?

Palludan¹

2007

IJEC

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“…Contrary to what was expected on the basis of past research, children's race/ethnicity (Alexander & Entwisle, 1998;Grossman, 1991;Kleifgren, 1988;Ogilvy et al, 1990) and temperament (Halvorson & Waldrop, 1976;Jewsuwan et al, 1993) were not significant as person variables in explaining preservice teachers' perceptions of children's social and cognitive competence. The fact that families from five different ethnic groups were represented in the sample other than White, and the need to consolidate them into a "non-White" category did not allow for a thorough analysis of race/ethnicity contributions to preservice teachers' perceptions of children's social and cognitive competence.…”

Section: Discussioncontrasting

confidence: 83%

Age, gender, socioeconomic status, race/ethnicity, temperament, and actual social and cognitive competence as factors contributing to preservice teachers’ perceptions of preschool children's social and cognitive competence

Pettit

Sugawara

2002

Journal of Early Childhood Teacher Education

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“…Just as there is a hierarchy of valuing some 'racial' groups more than others, there is a similar racism towards languages. Recent research by Rudolph Schaffer and his team, Ogilvy et al (1991) in Scotland has shown how children in multi-ethnic Scottish nurseries were treated differently, according to their ethnicity, by the nursery staff. The research reported that all the nursery staff felt they treated the children according to their individual needs.…”

Section: Language and Holistic Educationmentioning

confidence: 98%

Values, Culture and Identity in Early Childhood Education

Siraj‐Blatchford

1996

International Journal of Early Years Education

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Staff attitudes and perceptions in multicultural nursery schools

Cited by 10 publications

References 9 publications

Two tones: The core of inequality in kindergarten?

Two tones: The core of inequality in kindergarten?

Age, gender, socioeconomic status, race/ethnicity, temperament, and actual social and cognitive competence as factors contributing to preservice teachers’ perceptions of preschool children's social and cognitive competence

Values, Culture and Identity in Early Childhood Education

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