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dc.contributor.authorOtterstad, Ann Mereteen_US
dc.contributor.authorAndersen, Camilla Elineen_US
dc.date.accessioned2013-04-22T09:20:00Z
dc.date.available2013-04-22T09:20:00Z
dc.date.issued2012-09en_US
dc.identifier.citationOtterstad, A. M., & Andersen, C. E. (2012). 'Ressursorientert tilnærming til språklig og kulturelt mangfold': diskursive lesninger av inkludering i barnehagen. Nordisk barnehageforskning, 5 (13)en_US
dc.identifier.issn1890-9167en_US
dc.identifier.otherFRIDAID 946761en_US
dc.identifier.urihttps://hdl.handle.net/10642/1450
dc.description.abstractThis article critically questions how contemporary multicultural pedagogical work for inclusion in Norwegian children’s centers is described in government documents. We find in these documents that what is named as a discursive ‘resource-oriented approach to cultural diversity’ is presented as a strategy to understand how to work and analyse multicultural pedagogical issues. As preschool teachers and researchers our interest is to investigate how and why a resource-oriented approach today seems to have become part of preschool teachers’ normative multicultural work for inclusion. By analysing official early childhood documents discursively we question what effects a resource-oriented approach may have on professional multicultural knowledge production.en_US
dc.language.isonoben_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289en_US
dc.subjectMulticultural worken_US
dc.subjectProfessionalismen_US
dc.subjectResource-oriented strategyen_US
dc.subjectCritical analysisen_US
dc.title'Ressursorientert tilnærming til språklig og kulturelt mangfold': Diskursive lesninger av inkludering i barnehagenen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.doihttps://journals.hioa.no/index.php/nbf/article/view/415


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