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dc.contributor.authorKorsvold, Tora
dc.contributor.authorNygård, Mette
dc.coverage.spatialNorwayen_US
dc.date.accessioned2023-03-15T12:41:06Z
dc.date.available2023-03-15T12:41:06Z
dc.date.created2022-11-28T09:32:46Z
dc.date.issued2022
dc.identifier.citationNordic Journal of Studies in Educational Policy. 2022, 8 (3), 225-234.en_US
dc.identifier.issn2002-0317
dc.identifier.urihttps://hdl.handle.net/11250/3058424
dc.description.abstractThe main purpose of this article is to explore and develop a basic understanding of a new formulation of children’s learning within ECEC policies in Norway. In the Nordic Countries, one question of importance is the shift in ECEC policy from a social-pedagogical approach and a holistic perspective on children’s learning towards a heavier emphasis on school readiness, mathematics, and linguistic skills. And it is this latter approach which is our topic here. The research question is as follows: What transformations can be identified in learning discourses in the Norwegian government’s White papers? Analysing political reports will help us identify discourses, including the power and resistance of the ECEC professionals. For this purpose, Fairclough’s three-dimensional analysis model is an appropriate way to analyse dynamic processes of recontextualization and reconceptualization. His analysis includes three levels: social structure, social practices and social events, with the aim being to discover how the existing order of discourse is being reproduced or reconstructed. Further, the concept of interdiscursivity describes how texts draw on previous and existing discourses. The article identifies movements and complexity both in policies and among professionals. The learning discourses are strongly influenced by New Public Management in the way of individualization, assessment and accountability. There are signs of silence and acceptance, but resistance and countermovements are also present in the field of ECEC.en_US
dc.description.abstractSilence, resistance, and acceptance? An analysis of early childhood education and care policy in Norwayen_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.subjectBarndomsstudieren_US
dc.subjectChildhood studiesen_US
dc.subjectHistory;en_US
dc.subjectECEC policy;en_US
dc.titleSilence, resistance, and acceptance? An analysis of early childhood education and care policy in Norwayen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder©2022 Authorsen_US
dc.subject.nsiVDP::Pedagogiske fag: 280en_US
dc.subject.nsiVDP::Education: 280en_US
dc.source.pagenumber225-234en_US
dc.source.volume8en_US
dc.source.journalNordic Journal of Studies in Educational Policyen_US
dc.source.issue3en_US
dc.identifier.doi10.1080/20020317.2022.2148406
dc.identifier.cristin2082090
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal