In-between discourses
Early intervention and diversity in the Norwegian kindergarten sector
DOI:
https://doi.org/10.31265/jcsw.v11i1.136Keywords:
early intervention, kindergarten, diversity, institutional ethnography, ruling relations, institutional discourse, accountabilityAbstract
During the last decades, early intervention has become a major concern across political parties in Norway. In line with the discourse of early intervention, kindergartens are perceived as important arenas for identifying children at risk and initiating intervention. Equally important in the kindergarten sector is the discourse of diversity, in which a tolerance for behaviours that deviate from the majority norm is assumed. Drawing on an institutional ethnography in Norwegian kindergartens, and in particular the concept of ruling relations, I compare these two discourses in this article and discuss how kindergarten staff have to negotiate between different, and sometimes conflicting, institutional discourses that can justify different interventions. As a consequence, and despite good intentions, kindergarten staff can end up treating children with different backgrounds unequally.
References
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Bundgaard, H., & Gulløv, E. (2006). Children of Different Categories: Educational Practice and the Production of Difference in Danish Day-Care Institutions. Journal of Ethnic and Migration Studies, 32(1), 145-155. Retrieved from: http://dx.doi.org/10.1080/13691830500335291
Burman, E. (1994). Deconstructing developmental psychology. London: Routledge.
Bø, I., & Løge, I. (2009). Hva er bekymringsfull atferd? En undersøkelse blant fagpersonell i barnehage/førsteklasse og pedagogikkstudenter om hvilke barn de forbinder med uttrykket ’bekymringsbarn’. Stavanger: Universitetet i Stavanger, Senter for adferdsforskning.
Campbell, M., & Gregor, F. (2004). Mapping social relations. Walnut Creek, CA: AltaMira Press.
Fairclough, N. (1992). Discourse and social change. Cambridge, UK: Polity Press.
Fox, S., Levitt, P., & Nelson III, C. (2010). How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture. Child Development, 81(1), 28-40. Retrieved from: http://dx.doi.org/10.1111/j.1467-8624.2009.01380.x
Gjervan, W. (2006). Temahefte om språklig og kulturelt mangfold. Oslo: Ministry of Education.
Griffith, A., & Smith, D. (2005). Mothering for schooling. New York: RoutledgeFalmer.
Griffith, A., & Smith, D. (2014). Introduction. In A. Griffith & D. Smith (Eds.), Under new public management. Institutional ethnographies of changing front-line work. (1st ed., pp. 3-21). Toronto: Toronto University Press.
Hacking, I. (2000). Social konstruktion av vad?. Stockholm: Thales.
Hacking, I. (2002). “Making Up People”. In I. Hacking (Ed.), Historical Ontology (1st ed.). Cambridge: Harvard University Press.
Havnes, T., & Mogstad, M. (2011). No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes. American Economic Journal: Economic Policy, 3(2), 97-129.Retrieved from http://dx.doi.org/10.1257/pol.3.2.97
Heckman, J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782), 1900-1902. Retrieved from http://dx.doi.org/10.1126/science.1128898
Lauritsen, K. (2011). Barnehagen i kulturell endring – tilpassing og motstand. In T. Korsvold (Ed.), Barndom, barnehage, inkludering (1st ed., pp. 55-75). Bergen: Fagbokforlaget Vigmostad & Bjørke AS.
Lipsky, M. (1980). Street-level bureaucracy. New York: Russell Sage.
Lunneblad, J. (2013). Tid till att bli svensk: En studie av mottagandet av nyanlända barn och familjer i den svenska förskolan. NBF, 6. Retrieved from http://dx.doi.org/10.7577/nbf.339
McCoy, L. (2006). Keeping the Institution in View: Working with Interview Accounts of Everyday Experience. In D. Smith (Ed.), Institutional Ethnography as Practice (1st ed., pp. 109-126). Oxford: Rowman & Littlefield Publishers Inc.
Ministry of Education (2007). Stortingsmelding 16 (2006-2007). …og ingen sto igjen. Tidlig innsats for livslang læring. Oslo.
Ministry of Education (2011). Stortingsmelding 18 (2010-2011). Læring og fellesskap. Tidlig innsats og gode læringsmiljøer for barn, voksne og unge med særlige behov. Oslo.
Ministry of Education and Research (2011). Framework plan for the content and tasks of kindergartens. Oslo: The Norwegian Ministry of Education and Research.
Ministry of Education and Research (2011). Framework plan for the content and tasks of kindergartens. Oslo.
Olsen, T., & Jentoft, N. (2013). En vanskelig start. Om tidlig innsats og tverretatlig samarbeid for å forebygge ung uførhet. Kristiansand: Agderforskning.
Pettersvold, M., & Østrem, S. (2012). Mestrer, mestrer ikke. [Oslo]: Res Publica.
Rose, N. (2005). Governing the soul. London [u.a.]: Free Association Books.
Seland, M. (2009). Det moderne barn og den fleksible barnehagen. En etnografisk studie av barnehagens hverdagsliv i lys av nyere diskurser og kommunal virkelighet (Ph.D). NTNU/NOSEB.
Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods. Washington, D.C.: National Academy Press.
Smith, D. (2005). Institutional ethnography. Walnut Creek, CA: AltaMira Press.
Smith, D. (2006). Incorporating Texts into Ethnographic Practice. In D. Smith (Ed.), Institutional Ethnography as Practice (1st ed., pp. 65-88). Oxford: Rowman & Littlefield Publishers Inc.
Smith, D. (1999). Writing the social. Toronto, Ont.: University of Toronto Press.
Smith, D., & Turner, S. (2014). Introduction. In D. Smith & S. Turner (Eds.), Incorporating Texts into Institutional Ethnographies (1st ed., pp. 3-14). Toronto: Toronto University Press.
ssb.no. (2015). Nesten 94 000 ansatt i barnehag. Retrieved 25 January 2016, from http://ssb.no/utdanning/statistikker/barnehager/aar-endelige/2015-05-04
Thorkildsen, I. (2015). Du ser det ikke før du tror det. Bergen: Vigmostad & Bjørke.
Turmel, A. (2008). A historical sociology of childhood. Cambridge: Cambridge University Press.
Widerberg, K. (2015). En invitasjon til institusjonell etnografi.In Widerberg, K. (Ed.), I hjertet av velferdsstaten (pp.13-31). Oslo:Cappelen Damm Akademisk.
Published
2016-04-01
How to Cite
Nilsen, A. C. E. (2016). In-between discourses: Early intervention and diversity in the Norwegian kindergarten sector. Journal of Comparative Social Work, 11(1), 64–85. https://doi.org/10.31265/jcsw.v11i1.136
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