The multicultural and multi-religious Norwegian kindergarten
This paper investigates the concept of "the multicultural" as it informs the national guidelines for Norwegian kindergarten teacher education (KTE). According to these guidelines, KTE students should gain multicultural knowledge that encompasses exposure to different religious beliefs. The...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer
[2016]
|
| In: |
Journal of Religious Education
Year: 2016, Volume: 64, Issue: 1, Pages: 1-13 |
| RelBib Classification: | AG Religious life; material religion BJ Islam KBE Northern Europe; Scandinavia ZF Education |
| Further subjects: | B
Multi-religious
B Norwegian kindergarten teacher education B Practical trainee kindergartens B Cultural Diversity B Religion B Multicultural |
| Online Access: |
Presumably Free Access Volltext (Resolving-System) |
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| 520 | |a This paper investigates the concept of "the multicultural" as it informs the national guidelines for Norwegian kindergarten teacher education (KTE). According to these guidelines, KTE students should gain multicultural knowledge that encompasses exposure to different religious beliefs. The results of an empirical study on multi-religious kindergartens in Norway serve as the context for this analysis, which identifies discrepancies between the multicultural ideal suggested in the guidelines and the realities described by pedagogues in kindergartens. Underlying this analysis is an awareness of the impact of different discourses on our understanding of multiculturalism. Anna-Malin Karlsson's study focusing on the role of context in discourse and Susanne V. Knudsen's work on the power of definition will be instructive here. The meanings of the term "multicultural" in different national and local contexts will inform this study, which concludes with the suggestion that the educational system-including the government, KTE, academic staff, and pedagogues in practical trainee kindergartens-must work together to contextualize and define the multicultural kindergarten. | ||
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