The multicultural and multi-religious Norwegian kindergarten

Abstract

This paper investigates the concept of ''the multicultural'' as it informs the national guidelines for Norwegian kindergarten teacher education (KTE). According to these guidelines, KTE students should gain multicultural knowledge that encompasses exposure to different religious beliefs. The results of an empirical study on multi-religious kindergartens in Norway serve as the context for this analysis, which identifies discrepancies between the multicultural ideal suggested in the guidelines and the realities described by pedagogues in kindergartens. Underlying this analysis is an awareness of the impact of different discourses on our understanding of multiculturalism. Anna-Malin Karlsson's study focusing on the role of context in discourse and Susanne V. Knudsen's work on the power of definition will be instructive here. The meanings of the term ''multicultural'' in different national and local contexts will inform this study, which concludes with the suggestion that the educational system-including the government, KTE, academic staff, and pedagogues in practical trainee kindergartens-must work together to contextualize and define the multicultural kindergarten.

Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC

“…294-97). In the article "The multicultural and multi-religious Norwegian kindergarten", Kari Krogstad shows that there is little coherence between the ideals of the state documents and the practical day to day activities in the kindergartens (Krogstad 2016(Krogstad , 2017. Audun Toft and Kristine Toft Rosland studied religious festivals in a sample of kindergartens and found that religious festivals other than those of Christians were not given attention (Toft and Rosland 2014).…”

“…Audun Toft and Kristine Toft Rosland studied religious festivals in a sample of kindergartens and found that religious festivals other than those of Christians were not given attention (Toft and Rosland 2014). Krogstad also studied culturally diverse kindergartens alone and together with Kari-Mette W. Hidle (Krogstad and Hidle 2015;Krogstad 2014Krogstad , 2016Krogstad , 2017; see also Iversen and Krogstad 2020). A common important finding in these studies is that dissemination of information about religions other than Christianity was neglected in the pedagogical practice in the public kindergartens studied.…”

Play therapy and academic achievement: A secondary analysis.

“…A recent study (Perryman et al, 2020) using CCPT to measure the effectiveness of academic achievement did report demographic data that did include the ethnicity of the participants but did not investigate differential functioning of the groups. Furthermore, it is concerning since a little over half of the public K-12 population are from underrepresented racial–ethnic groups (Krogstad, 2019). Similarly, from 2000 to 2017, the United States experienced an increase in people from all racial–ethnic backgrounds; however, there was a significantly faster increase in people who identify as being Latinx (64%), Asian (74%), Pacific Islander (56%), and two races or more (200%) compared to all racial–ethnic groups (de Brey et al, 2019).…”

Chapter 3 – Migration and migrants: Regional dimensions and developments

“…Chapter 2 (appendix A) includes definitions of key terms such as "refugee". Krogstad, 2016. 246 Gonzalez-Barrera, 2015.…”