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Preschool Children as Democratic Subjects: Agents of Democracy
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). (UBB)ORCID iD: 0000-0002-7905-0822
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). (UBB)
2019 (English)In: Challenging Democracy in Early Childhood Education: Engagement in Changing Global Contexts / [ed] Valerie Margrain & Annica Löfdahl Hultman, Singapore: Springer, 2019, 1, p. 233-245Chapter in book (Refereed)
Abstract [en]

In this chapter, we focus on children’s democratic practices in two Swedish preschool settings, drawing on the child dimension in the theoretical model presented in the introduction of this book. The specific aim is to contribute knowledge about children’s own constructions of democracy. Our research questions are the following: How do children negotiate democracy, and what does this entail? The chapter takes its point of departure in the intersection between our previous dissertations (Ribaeus K, Demokratiuppdrag i förskolan [Democratic mission in preschool]. Doctoral dissertation, Karlstads universitet, Karlstad, Sweden, 2014; Skånfors L, Barns sociala vardagsliv i förskolan [Children’s everyday social life in preschool]. Doctoral dissertation, Karlstads universitet, Karlstad, Sweden, 2013) which in different ways have focused questions about 3- to 5-year-old preschool children’s agency and influence and preschool teachers’ democratic practice. The empirical material consists of reanalysed data from our dissertations. We use the model Institutional Events of Democracy (Ribaeus K, Demokratiuppdrag i förskolan [Democratic mission in preschool]. Doctoral dissertation, Karlstads universitet, Karlstad, Sweden, 2014) to identify and understand children’s constructions of democracy. The results show how children in various ways construct and negotiate democracy in terms of participation, power relations and through political influence, illustrating children as democratic subjects and agents of democracy. We conclude by arguing a need for a more explicit emphasis on democracy in early childhood education.

Place, publisher, year, edition, pages
Singapore: Springer, 2019, 1. p. 233-245
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 28
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-74772DOI: 10.1007/978-981-13-7771-6ISBN: 978-981-13-7770-9 (print)ISBN: 978-981-13-7771-6 (print)OAI: oai:DiVA.org:kau-74772DiVA, id: diva2:1351696
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-19Bibliographically approved

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Ribaeus, KatarinaSkånfors, Lovisa

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  • apa
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