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"Sometimes we have to clash": How Swedish preschool teachers' engage with cultural value differences
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.ORCID iD: 0000-0003-3353-6170
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.ORCID iD: 0000-0001-9547-2892
2017 (English)Conference paper, Presentation (Refereed)
Abstract [en]

Research aims: This study aims to contribute knowledge about how preschool teachers engage with tensions stemming from cultural value differences among teachers, caregivers, and children.

Relationship to previous research works: Motivating this work is current socio-cultural circumstances in Sweden in which preschool teachers are negotiating divergent curricular demands that simultaneously promote cultural diversity and a common tradition. Consequently, teachers are experiencing an increased burden to address societal expectations concerning cultural diversity without appropriate communicative and conceptual tools (Björk Willén et. al, 2013; Lunneblad, 2006).

Theoretical and conceptual framework: We draw on Biesta’s (2006) – via Lingis (1994) - conception of the rational community (RC) and the community-without-community (CwC) as an interpretive framework.

Paradigm, methodology and methods: Project data was gathered through a series of focus group interviews with teachers in two preschools in Sweden, using stimulus materials designed to elicit discussion about value conflicts and cultural diversity.

Ethical Considerations: Informed consent was obtained from all study participants.

Main finding or discussion: Teacher engagement with questions of culture and values were organized around discussions of actual and imagined disagreements between teachers and caregivers about activities with preschool children. Analysis through the lens of RC and CwC revealed that teachers on the one hand, reinforced societal values and avoided conflict through invocation of the language of the rational community; on the other hand, from a CWC perspective, they developed insights about the value of conflict as means of gaining insight into the perspectives and cultures of the caregivers, as well as about their professional development.

Implications, practice or policy: Project findings have implications for the development of pedagogical and policy tools related intercultural processes in preschool education practice and research.

Place, publisher, year, edition, pages
2017.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-37117OAI: oai:DiVA.org:hj-37117DiVA: diva2:1137833
Conference
27th Annual Conference of the European Early Childhood Education Research Association, Bologna, 29th August–1 st September, 2017.
Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2017-09-01Bibliographically approved

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Citation style
  • apa
  • harvard1
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More styles
Language
  • de-DE
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