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dc.contributor.authorHovdelien, Olav
dc.date.accessioned2014-12-08T12:36:49Z
dc.date.available2016-04-15T02:03:04Z
dc.date.issued2014-01-17
dc.identifier.citationHovdelien, O. (2014). The limitations of multiculturalism in Norwegian early childhood education. International Journal of Inclusive Education, 18(11), 1107–1119. doi:10.1080/13603116.2013.875069en_US
dc.identifier.issn1360-3116
dc.identifier.otherFRIDAID 1119062
dc.identifier.urihttps://hdl.handle.net/10642/2207
dc.description.abstractIn Norway, 9 out of 10 children between the ages of one and five participate in an educational formation programme which, despite around half of the kindergartens being privately owned, is regulated by a common law and relatively detailed regulations describing what the content of kindergartens should be. Norwegian kindergartens therefore represent a central institution for integration and transfer of values and morals in today’s multicultural Norwegian society. The relatively new situation of multicultural diversity is challenging earlier cultural hegemonies where Christian heritage and tradition combined with a strong social democratic movement were important components. The issue discussed in this paper is how this cultural diversity is dealt with in the early childhood education documents, with emphasis on understanding where the limits of multiculturalism are set. I argue, in dialogue with three standpoints of multiculturalism, that while Norwegian early childhood education embraces cultural diversity, it is unclear about the limits to its political implicationsen_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesInternational Journal of Inclusive Education;18(11)
dc.subjectMulticulturalismen_US
dc.subjectEarly childhooden_US
dc.subjectEducationen_US
dc.subjectKindergartenen_US
dc.subjectIntegration politicsen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleThe limitations of multiculturalism in Norwegian early childhood educationen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionThis is an Author's Accepted Manuscript of an article published in [include the complete citation information for the final version of the article as published in the International Journal of Inclusive Education, 18(11), [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/13603116.2013.875069.en_US
dc.identifier.doihttp://dx.doi.org/10.1080/13603116.2013.875069


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