Andresen R. Visions of what inclusive education can be – With emphasis on kindergartens
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Ragnhild Andresen. Visions of what inclusive education can be – With emphasis on kindergartens // Preschool Education Today. 2015, Issue 8. P.68–78
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Abstract
The research questions of the article are: What takes place in the professional cooperative work of including children with special needs in kindergartens and in counteracting exclusive process? How are views on children and ethics expressed through practice and in reflections on practice among the staff in kindergarten? What constitutes ‘pedagogical presence’ ‘attentive love’ and children’s participation in developing pedagogical practice A common understanding of these concepts are highlighted by Fromm’s understanding of ‘be-mode’ and ‘have-mode’ as different modes of orientation toward ourselves and the world. The article draws on critical social theory on preschool education and is based on empiric findings from ethnographic studies in two kindergartens. While planning and regulating the practice according to a biased view on ‘what children need’ earlier were main topic in the kindergartens studied, now concentration on listening to and ‘reading’ the children is focused, and thus expansion of the interests and questions the children themselves bring in is facilitated. The new practice can be seen as a resistance movement against the growth of an instrumental and technical approach to preschool education the last years.
References
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2. Arnesen, A. -L-, R. Andresen, A. S. Larsen, K.-A. Solli, T. Kolle, and B. Ulla. 2008. Barnehagens arbeid med inkludering av barn med nedsatt funksjonsevne i et profesjonsper-spektiv. Norges Forskningsråd (NFR): Praksisrettet FOU (søknad og prosjektbeskrivelse.
3. Bae, B. 2011. Gjensidige inkluderingsprosesser–muligheter i dagligdagse samspill i barneha-ger. In Barndom, barnehage inkludering, Korsvold, T (red.). Bergen: Fagbokforlaget.
4. Balke, E. 1988. Barnevernsakademiet I Oslo gjennom 50 år. Oslo: Barnevernsakademiet.
5. Bauman, Z. 1999.In Search of Politics. Cambridge: Polity Press.
6. Bleken, U. 2005.Førskolelærer og leder–en kompleks og viktig oppgave. Oslo: Pedagogisk Forum.
7. Crapanzano, V. 1992. Hermes’ Dilemma and Hamlet’Desire. On the Epistemology of Interpretation. Cambridge: Harward University Press.
8. Dahlberg, G. 2000. «Everything is a Beginning and Everything is Dangerous: Some Reflections on the Reggio Emilia Experience.» In Early Childhood Sevices: Theory, Policy and Practice, edited by H. Penn. Buckingham: Open University Press.
9. Dahlberg, G., and P. Moss. 2005. Ethics and Politics in Early Childhood Education. New York: Routledge Farmer.
10. Dewey, J. 2008. The Child and the Curriculum (including The School and Society). New York: Cosimo Classics.
11. Foucault, M. 1972. Archeology of Knowledge. New York: Panteon.
12. Foucault, M. 1977. Discipline and Punish. New York: Panteon.
13. Fromm, E. 1978. To Have or to Be?. London: Cape.
14. Jarvis, P. 1992. Paradoxes of Learning. On Becoming an Individual in the Society. San Francisco: Jossey-Bass.
15. Johannesen, N., and N. Sandvik. 2008. Små barn og medvirkning–noen perspektiver. Oslo: Cappelen Damm.
16. Kolle, T., A. S. Larsen, and B. Ulla. 2010. Pedagogisk dokumentasjon–inspirasjoner til bevegelige praksiser. Oslo: Fagbokforlaget.
17. Korsvold, T. 1998. For alle barn! Barnehagens framvekst i velferdsstaten. Oslo: Abstrakt forlag.
18. Lenz Taguchi, H. 2010. Going Beyond the Theory/Practice Divide in Early Childhood Education. Introducing an Intra-active Pedagogy. NY: Routledge.
19. Moss, P. 2007.»Meeting Across the Paradigmatic Divede. «Educational Philosophy and Theory» 39 (3).
20. Noddings, N. 2002. Starting at Home–Caring and Social Politics. Berkely and Los Angeles: University of California Press.
21. Norwegian Ministry of Education. 2006a. Kindergarten Act. Information in English: http:// www.regjeringen.no/en/dep/kd/Selected-topics/kindergarten/early-childhood-education-and-care-policy.
22. Norwegian Ministry of Education. 2006b. The Framework Plan for the Content and Tasks of Kindergartens. Information in English.
23. Norwegian Ministry of Education. 2009. White Paper/Report NO 41(2008–2009): Quality in ECEC. Factsheet on the most important messages. http://www.regjeringen.no/nb/dep/kd/tema/barnehage /factsheet.
24. Norwegian Ministry of Education. 2010. NOU 2010:8. Med forskertrang og lekelyst. (Official Norwegian Report 2010:8.
25. OECD. 2006. OECD Education Committee: Starting Strong II. Early Childhood Education and Care. Directorate for Education.
26. Østrem, S., J-E. Johansson, and A. Greve. 2009. «Kartlegging av barn.» Aftenposten 17.6.
27. Rhedding-Jones, J. 1997. «The Writing on the Wall: Doing a Feminist Poststructural Doctorate.» Gender and Education 9 (2): 193–206.
28. Rogers, C., and H. Jerome Freiberg. 1994. Freedom to Learn. New Jersey: Prentice Hall.
29. Sandvik, N. 2009. Internal summary of a meeting arranged by teachers at Kindergarten Teacher Education with a Parliament representative and the State Secretary. Ostfold University College, Department of Teacher Education.
30. Skjervheim, H. 1976. «Det instrumentalistiske mistaket.» In Deltakar og tilskodar og andre essays, edited by H. Skjervheim. Oslo: Tanum-Nordli A/S.
31. Solheim, M. 2009. Small people also need defenders–some ethical challenges. Paper at Young Children’s Life World, conference at University College of Ostfold, Norway 2.12.2009.
32. Stern, D. N. 1985. The Interpersonal World of the Infant. London: UKPC Karmac Books.
33. Stern, D. N. 1990. Diary of a Baby. New York: Basic Books.
34. Uprich, E. 2008. «Children as»Beings and Becomings»: Children, Childhood and Temporality.» Children & Society 22 (4): 303–313.
35. Vygotskij, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harward University Press.
36. Vygotskij, L. S. 1986. Thought and Language. Cambridge, Massachusetts: The MIT Press.
37. Wien, C. A. 1998. «Towards a Pedagogy of Listening: Impressions of the Centre for Early Childhood Education, Loyalist College, Belleville, Ontario.» Canadian Children 23 (1): 12–19.