Pub Date : 2023-11-08DOI: 10.1177/20436106231199773
Anny Bertoli, John Teria Ng’asike, Stefania Amici, Andrew Madjar, Marek Tesar
This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the ‘Paper Volcanoes Laboratory’ program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.
{"title":"Decolonizing western science education and knowledge in early childhood: Rethinking natural hazards and disasters framework through indigenous ‘ecology of knowledges’ in Kenya","authors":"Anny Bertoli, John Teria Ng’asike, Stefania Amici, Andrew Madjar, Marek Tesar","doi":"10.1177/20436106231199773","DOIUrl":"https://doi.org/10.1177/20436106231199773","url":null,"abstract":"This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the ‘Paper Volcanoes Laboratory’ program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"26 1‐2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1177/20436106231208447
Pinky Yadav
{"title":"Book review: Seen and not heard: Why children’s voices matter","authors":"Pinky Yadav","doi":"10.1177/20436106231208447","DOIUrl":"https://doi.org/10.1177/20436106231208447","url":null,"abstract":"","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"41 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.1177/20436106231201175
Kristina Göransson
Singapore’s education system is globally recognized for its high academic standards. In this paper, I explore how Singaporean parents navigate sentiments of uncertainty and risk in relation to their children’s education. While academic achievements are still considered crucial to foster a competitive population, there has been a shift of attention in education policy towards social-emotional skills and holistic education. This reconceptualization of learning is partly grounded in a concern about children’s psychological well-being, but it is also construed as essential to thrive in the 21st century. The findings show that parents’ sentiments of uncertainty and risk management are complicated, and indeed heightened, by the paradoxical expectations with regard to children’s education. Sentiments of fear of regret and guilt were particularly conspicuous in the parents’ narratives and heightened during specific educational transitions, such as the Primary School Leaving Examination.
{"title":"‘The big crossroad’: Parenting, risk and educational transitions in Singapore","authors":"Kristina Göransson","doi":"10.1177/20436106231201175","DOIUrl":"https://doi.org/10.1177/20436106231201175","url":null,"abstract":"Singapore’s education system is globally recognized for its high academic standards. In this paper, I explore how Singaporean parents navigate sentiments of uncertainty and risk in relation to their children’s education. While academic achievements are still considered crucial to foster a competitive population, there has been a shift of attention in education policy towards social-emotional skills and holistic education. This reconceptualization of learning is partly grounded in a concern about children’s psychological well-being, but it is also construed as essential to thrive in the 21st century. The findings show that parents’ sentiments of uncertainty and risk management are complicated, and indeed heightened, by the paradoxical expectations with regard to children’s education. Sentiments of fear of regret and guilt were particularly conspicuous in the parents’ narratives and heightened during specific educational transitions, such as the Primary School Leaving Examination.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"60 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136233585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1177/20436106231183987
Peter Oluwaseyi Oyewole
I found this book to be a fascinating ethnography study by Alma Gottlieb
{"title":"Book review: A Gottlieb, <i>The afterlife is where we come from</i>","authors":"Peter Oluwaseyi Oyewole","doi":"10.1177/20436106231183987","DOIUrl":"https://doi.org/10.1177/20436106231183987","url":null,"abstract":"I found this book to be a fascinating ethnography study by Alma Gottlieb","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/20436106231186307
Signe Hvid Thingstrup, A. Harju, Ulla Lundqvist, Karen Prins, A. Åkerblom
The aim of this themed edition of Global Studies of Childhood is to create a platform for the discussion of how societal changes related to globalisation, influence early childhood education (ECE) provision in the Nordic countries in various ways. The issue brings together empirical cases from Denmark, Finland, Iceland, Norway and Sweden. Focus is on ECE in the Nordic contexts because these contexts are often described as sharing specific pedagogical traditions characterised by values and beliefs that pedagogy should be child-centred, play-oriented, experience-based and out-door-based, supporting children’s democratic socialisation
{"title":"Globalisation in and of Nordic early childhood education: Tensions between the local and the global","authors":"Signe Hvid Thingstrup, A. Harju, Ulla Lundqvist, Karen Prins, A. Åkerblom","doi":"10.1177/20436106231186307","DOIUrl":"https://doi.org/10.1177/20436106231186307","url":null,"abstract":"The aim of this themed edition of Global Studies of Childhood is to create a platform for the discussion of how societal changes related to globalisation, influence early childhood education (ECE) provision in the Nordic countries in various ways. The issue brings together empirical cases from Denmark, Finland, Iceland, Norway and Sweden. Focus is on ECE in the Nordic contexts because these contexts are often described as sharing specific pedagogical traditions characterised by values and beliefs that pedagogy should be child-centred, play-oriented, experience-based and out-door-based, supporting children’s democratic socialisation","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"195 - 199"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41581794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/20436106231176964
Osa Lundberg, Ulla Lundqvist, A. Åkerblom, Signild Risenfors
According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators’ dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein’s competence model with weak classification and framing accommodates translanguaging, giving room for the children’s own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children.
{"title":"‘Can you teach me a little Urdu?’ Educators navigating linguistic diversity in pedagogic practice in Swedish preschools","authors":"Osa Lundberg, Ulla Lundqvist, A. Åkerblom, Signild Risenfors","doi":"10.1177/20436106231176964","DOIUrl":"https://doi.org/10.1177/20436106231176964","url":null,"abstract":"According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators’ dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein’s competence model with weak classification and framing accommodates translanguaging, giving room for the children’s own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"245 - 260"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41557339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1177/20436106231182152
M. Korpela
This article investigates temporality in the everyday lives of 9-year-old children of international professionals in Finland. The children’s transnational mobility causes ruptures and discontinuities in their position within various timescapes. The institutional timescapes of schools in different countries appear to be somewhat incompatible, which can be challenging for these mobile children, especially if their sojourns are temporary. At the same time, the timescapes of the Finnish school system provide children with particular agency beyond the school setting, since school days are relatively short. Children also view differing timescapes differently depending on the length of their stay in the country. The article shows how past, present and future timescapes, and potential ruptures within these, become entangled when mobile professionals’ children negotiate their position and agency within various timescapes.
{"title":"International lives and Finnish rhythms: Mobile professionals’ children, time and agency","authors":"M. Korpela","doi":"10.1177/20436106231182152","DOIUrl":"https://doi.org/10.1177/20436106231182152","url":null,"abstract":"This article investigates temporality in the everyday lives of 9-year-old children of international professionals in Finland. The children’s transnational mobility causes ruptures and discontinuities in their position within various timescapes. The institutional timescapes of schools in different countries appear to be somewhat incompatible, which can be challenging for these mobile children, especially if their sojourns are temporary. At the same time, the timescapes of the Finnish school system provide children with particular agency beyond the school setting, since school days are relatively short. Children also view differing timescapes differently depending on the length of their stay in the country. The article shows how past, present and future timescapes, and potential ruptures within these, become entangled when mobile professionals’ children negotiate their position and agency within various timescapes.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43208995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-17DOI: 10.1177/20436106231181133
Eva Mikuska, Judit Raffai, Eva Vukov Raffai
In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. This paper examines how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues, who are the largest ethnic minority group in Vojvodina, Serbia. To consider the possible impact this change has on both kindergarten pedagogues and children the research aims were to explore, and to increase scholarly awareness of, potential issues Hungarian ethnic kindergarten pedagogues are facing in their understanding of the new approach. Narratives from Hungarian kindergarten pedagogues who were working with preschool age children were collected. To illuminate different understandings, we propose to apply dialogical self, I positions and intersectionality as a fruitful approach for analysing personal and cultural positioning. Findings show uncertainty, resistance, and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. It was demonstrated that in the professional context, the interactions between different selves, and intersection between different cultures contribute to different positions, and storylines, cumulatively resulting in new we and they positioning. Our recommendation is that further opportunities need to be developed to advance the kindergarten pedagogues’ competencies how to deal with change.
{"title":"Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework","authors":"Eva Mikuska, Judit Raffai, Eva Vukov Raffai","doi":"10.1177/20436106231181133","DOIUrl":"https://doi.org/10.1177/20436106231181133","url":null,"abstract":"In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. This paper examines how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues, who are the largest ethnic minority group in Vojvodina, Serbia. To consider the possible impact this change has on both kindergarten pedagogues and children the research aims were to explore, and to increase scholarly awareness of, potential issues Hungarian ethnic kindergarten pedagogues are facing in their understanding of the new approach. Narratives from Hungarian kindergarten pedagogues who were working with preschool age children were collected. To illuminate different understandings, we propose to apply dialogical self, I positions and intersectionality as a fruitful approach for analysing personal and cultural positioning. Findings show uncertainty, resistance, and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. It was demonstrated that in the professional context, the interactions between different selves, and intersection between different cultures contribute to different positions, and storylines, cumulatively resulting in new we and they positioning. Our recommendation is that further opportunities need to be developed to advance the kindergarten pedagogues’ competencies how to deal with change.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48787576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-17DOI: 10.1177/20436106231179605
Tanushree Biswas, Enaya Mubasher
This article presents retrospections on selected methodological explications of a slow research process with child citizens living in the urban, Sør-Trondelag region of Norway. The process was akin to what Gallacher and Gallagher have termed “muddling through” and was about primarily about ‘arriving at, asking and then attempting to answer the question: What is the scope for the philosophical blossoming of adults when they enter children’s playfully constructed worlds as guests? Particularly, I engage with a post-empirical phase colloquium with one of my main co-explorers, Enaya Mubasher, in the Child and Youth Seminar at the Department of Education and Lifelong Learning, University of Trondheim (Norway) in March 2017. Enaya, a (primary school student at that time) and I first met in 2012 during our commonly shared time in a kindergarten in Trondheim, where I was a kindergarten assistant for Enaya’s group and played with Enaya as part of my job. While I did not first meet Enaya as a “research participant,” our relationship evolved into a co-explorer dynamic after I had stopped working in the kindergarten. Playing with Enaya, included among other efforts, consistently playing with my understanding of what it means to be “me” as an independent “I,” and with it what was expected of me as an (adult) researcher within adult-centric institutional framings. The retrospections accentuate relationality as a defining dimension of rationality in research processes to advance conversations at the intersections of postqualitative and slow research with children from a childist standpoint.
{"title":"Arriving at a question: Retrospections on post-qualitative slow research with children","authors":"Tanushree Biswas, Enaya Mubasher","doi":"10.1177/20436106231179605","DOIUrl":"https://doi.org/10.1177/20436106231179605","url":null,"abstract":"This article presents retrospections on selected methodological explications of a slow research process with child citizens living in the urban, Sør-Trondelag region of Norway. The process was akin to what Gallacher and Gallagher have termed “muddling through” and was about primarily about ‘arriving at, asking and then attempting to answer the question: What is the scope for the philosophical blossoming of adults when they enter children’s playfully constructed worlds as guests? Particularly, I engage with a post-empirical phase colloquium with one of my main co-explorers, Enaya Mubasher, in the Child and Youth Seminar at the Department of Education and Lifelong Learning, University of Trondheim (Norway) in March 2017. Enaya, a (primary school student at that time) and I first met in 2012 during our commonly shared time in a kindergarten in Trondheim, where I was a kindergarten assistant for Enaya’s group and played with Enaya as part of my job. While I did not first meet Enaya as a “research participant,” our relationship evolved into a co-explorer dynamic after I had stopped working in the kindergarten. Playing with Enaya, included among other efforts, consistently playing with my understanding of what it means to be “me” as an independent “I,” and with it what was expected of me as an (adult) researcher within adult-centric institutional framings. The retrospections accentuate relationality as a defining dimension of rationality in research processes to advance conversations at the intersections of postqualitative and slow research with children from a childist standpoint.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"276 - 289"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46392843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1177/20436106231179604
Signe Hvid Thingstrup, Christian Aabro, Karen Prins, Kira Saabye Christensen
This article explores how complex globalization processes play out in early childhood education (ECE) in Denmark. The article builds on two concepts of globalization: First, we understand globalization as the ways in which transnational educational policy discourses characterized by neoliberal pedagogical values affect national and local policies. Second, we understand globalization as ways in which cultural diversity as a product of global migration processes is discursively constructed as constituting specific “problems” for early childhood education. Drawing on the first concept of globalization, the article explores how a key policy document, The Strengthened Learning Plan (the SLP), is recontextualized and “put into action” in practice, and whether it leads to practices characterized by globalized neoliberal values at the cost of Nordic pedagogical ideals. We show that the SLP is enacted in very different ways in different centers, giving very different emphasis to globalized and Nordic ideals, respectively, and thus that the globalization of Danish ECE is by no means unambiguous. Looking more closely into the different enactments of the SLP, it becomes clear that they are closely connected to discursive constructions of the demography of the center: Constructions of ethnic minority children draw on culturalized categorizations where children are seen as vulnerable and as lacking, whereas constructions of ethnic majority children draw on non-culturalized categorizations where children are seen as natural and resourceful. Drawing on the second concept of globalization, we argue that the different enactments of early childhood policy build on connections between constructions of cultural diversity (or the lack thereof) and the construction of pedagogical “problems.” As such, the different enactments of the SLP—including those that prioritize Nordic ideals—represent globalization in the sense of constructions of cultural diversity that pose specific problems for early childhood education. Building on these findings, the article argues that the two globalization processes intersect, mutually shaping each other, and affecting how policies are enacted in pedagogical practice.
{"title":"Sorting shapes or connecting dots? Local enactments of globalization in early childhood education in Denmark","authors":"Signe Hvid Thingstrup, Christian Aabro, Karen Prins, Kira Saabye Christensen","doi":"10.1177/20436106231179604","DOIUrl":"https://doi.org/10.1177/20436106231179604","url":null,"abstract":"This article explores how complex globalization processes play out in early childhood education (ECE) in Denmark. The article builds on two concepts of globalization: First, we understand globalization as the ways in which transnational educational policy discourses characterized by neoliberal pedagogical values affect national and local policies. Second, we understand globalization as ways in which cultural diversity as a product of global migration processes is discursively constructed as constituting specific “problems” for early childhood education. Drawing on the first concept of globalization, the article explores how a key policy document, The Strengthened Learning Plan (the SLP), is recontextualized and “put into action” in practice, and whether it leads to practices characterized by globalized neoliberal values at the cost of Nordic pedagogical ideals. We show that the SLP is enacted in very different ways in different centers, giving very different emphasis to globalized and Nordic ideals, respectively, and thus that the globalization of Danish ECE is by no means unambiguous. Looking more closely into the different enactments of the SLP, it becomes clear that they are closely connected to discursive constructions of the demography of the center: Constructions of ethnic minority children draw on culturalized categorizations where children are seen as vulnerable and as lacking, whereas constructions of ethnic majority children draw on non-culturalized categorizations where children are seen as natural and resourceful. Drawing on the second concept of globalization, we argue that the different enactments of early childhood policy build on connections between constructions of cultural diversity (or the lack thereof) and the construction of pedagogical “problems.” As such, the different enactments of the SLP—including those that prioritize Nordic ideals—represent globalization in the sense of constructions of cultural diversity that pose specific problems for early childhood education. Building on these findings, the article argues that the two globalization processes intersect, mutually shaping each other, and affecting how policies are enacted in pedagogical practice.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"13 1","pages":"261 - 275"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47575010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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