Pedagogiske identiteter i norsk barnehagepolitikk fra 1970–årene og fram til i dag

Abstract

The purpose of this article is to illuminate various pedagogic identities in Norwegian White Papers directed to Early Childhood Education and Care institutions. In this article, I present a study of eight White Papers concerning ECEC in Norway. I place emphasis on political efforts related to learning in ECEC institutions and further on, identify various learning discourses. I have chosen to place emphasis on a period of 40 years to identify if and in what way the learning discourses have changed. Further, I discuss various learning discourses based on Bernstein’s theory of pedagogic identities and shed light on various ideologies in ECEC policy. Bernstein’s theoretical framework is fundamental in this article.