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Challenging the challenges: Democratic spaces and opportunities in ECE
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0001-8510-5546
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). (UBB)ORCID iD: 0000-0002-7113-647x
2019 (English)In: Challenging Democracy in Early Childhood Education: Engagmement in Changing Global Contexts / [ed] Margrain, V., & Löfdahl Hultman, A., Singapore: Springer, 2019, 1, p. 265-274Chapter in book (Refereed)
Abstract [en]

This volume started with expressing concerns of what might challenge democracy in early childhood education (ECE) settings of today  – all over the world. We have, throughout the work as authors and editors, been more and more aware of the different ways early childhood practices are challenged by the contemporary issues mentioned in Chap. 1 of this volume. We have learned not only the fact that there are challenges but also gained insights into how ECE practitioners, children and researchers deal with these challenges. The subtitle of this volume says Engagement in Changing Global Contexts, and in this concluding chapter, we will further elaborate the engagement expressed by the authors. By referring to the conceptual framework from Chap. 2, challenges will relate to the different but linked dimensions in the democracy model provided by Hägglund, Löfdahl Hultman and Thelander (2017). Our lessons learned and our conclusions deal with ideas about children and childhood, about the way policies structure children’s lives and the everyday life in preschool for teachers and for children. As already stated in the introduction, the democracy model takes the position that democracy in ECE is influenced from the ideas and actions in all four dimensions of the model: historical views, curriculum and other formal documents, intentional teaching practices, and children’s arenas. In addition, democracy is challenged by content in the same dimensions. Each chapter of this book has presented an individual discussion and analysis of empirical research, and our intention here is not to repeat what has already been written but to highlight synergies and connections. The structure for this analysis builds around three concepts that we use to highlight what is important to challenge the challenges: reciprocity, togetherness and empowerment. We also argue these three concepts form new core values of democracy especially in ECE and as such need to be considered and questioned

Place, publisher, year, edition, pages
Singapore: Springer, 2019, 1. p. 265-274
Series
Challenging Democracy in Early Childhood Education, ISSN 2468-8746, E-ISSN 2468-8754 ; 28
Keywords [en]
democracy, challenge, early childhood education, reciprocity, togetherness, empowerment
National Category
Educational Sciences
Research subject
Education; Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-74467DOI: 10.1007/978-981-13-7771-6_18Libris ID: v5dtl5tcs8x295cqISBN: 978-981-13-7770-9 (print)ISBN: 978-981-13-7771-6 (electronic)OAI: oai:DiVA.org:kau-74467DiVA, id: diva2:1344956
Available from: 2019-08-22 Created: 2019-08-22 Last updated: 2019-08-26Bibliographically approved

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Löfdahl, AnnicaMargrain, Valerie

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