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Title [en]
Being and Becoming: A phenomenological perspective on formative dimensions of pre-school education in Sweden and Germany
Abstract [en]
This project investigates how participants in contemporary preschool education, teachers and children, understand the meaning of education and their own involvement in it. (1) The project combines a phenomenological-philosophical perspective on the concept of “Bildung” with empirical studies within educational research, ethnology and research in practical knowledge. Doing this it contributes to an urgently needed dialogue between philosophical and empirical research on education. (2) The project explores pre-school education as interplay of different perspectives: of pre-school teachers, becoming pre-school teachers and children at pre-school, but also of experience and reflection, practice and theory. (3) It includes a cooperation with researchers working on phenomenological approaches to education mainly in Germany but also in Lithuania, Belarus, developing a research platform to investigate concrete problems of pre-school education and teacher training in the Baltic Sea Region. Pre-school education is currently in a decisive phase of transformation from a space of childcare to a place of education and learning and is thus increasingly incorporated into the education system. Yet, according to its curricula, preschool education aims to be more than a place that forms subjects with regard to certain external standards and ideas. It should not only form efficient pupils, teachers or future employees but enable persons to become “themselves”. How do (becoming) preschool teachers and children deal with this ambivalence? How do they interpret their roles as teaching and learning subjects? In which sense is contemporary pre-school education able to provide a space where educational goals are not only formulated and achieved but can become meaningful to the subjects involved? The research project will investigate these questions in four subprojects: (A) L. Alsterdal is investigating how becoming preschool teachers at the career-based teacher training program at SH reflect upon their change of professional identity and practical knowledge. (B) E. Schwarz studies how children in their last year at preschool are prepared to become pupils. (C) B. Lindqvist is conducting an ethnographic study of teacher-child interactions in outdoor pedagogy at preschool. (D) Bornemark philosophically investigates the concept of Bildung within career-based preschool teacher education as a relation between experience and reflection, practice and theory.
Publications (7 of 7) Show all publications
Schwarz, E. & Lindqvist, B. (2018). Exploring the Phenomenology of Whiteness in a Swedish Preschool Class. International Journal of Early Childhood, 50(1), 1-14
Open this publication in new window or tab >>Exploring the Phenomenology of Whiteness in a Swedish Preschool Class
2018 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 50, no 1, p. 1-14Article in journal (Refereed) Published
Abstract [en]

This article explores how constructions of identity, race and difference permeate and are challenged in a Swedish preschool class. The study is informed by theories of phenomenology and critical whiteness. Data are drawn from a larger ethnographic study conducted in an ethnically diverse preschool. The purpose of the study was to explore how preschool teachers manage and reflect upon the construction of children’s social identity within the institution of a preschool. This report considers one incident relating to racial identity. It began with a child’s representation, the boy named Stanley, in a self-portrait: ‘I want to be white and blonde when I grow up… I want to be like Oscar, not a black boy’. Within this article we consider teachers’ reflections on this incident, discussing how ‘whiteness’ is performed, constructed and interrogated by young children and adults in the preschool and uncovering a certain institutional ‘colour blindness’. In this example ‘race’ announces itself and the children make it visible as an existing category in their everyday life. Children’s drawings and narratives reveal much about the implicit understandings and norms that surround them, pointing to teachers’ responsibilities for exploring the possibilities and limitations offered in preschool education to deal with these understandings.

Keywords
Critical whiteness theory, Phenomenology, Preschool, Reflexivity, Sweden
National Category
Ethnology Educational Sciences
Research subject
Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-34840 (URN)10.1007/s13158-018-0210-3 (DOI)2-s2.0-85044661141 (Scopus ID)1254/3.1.1/2013 (Local ID)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Funder
The Foundation for Baltic and East European Studies, 29/2013
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2019-08-29Bibliographically approved
Lindqvist, B. (2017). Lärande och omsorg som process eller resultat?: Förskolan möter näringslivets verksamhetsstyrning. Kulturella perspektiv - Svensk etnologisk tidskrift, 26(3-4), 32-38
Open this publication in new window or tab >>Lärande och omsorg som process eller resultat?: Förskolan möter näringslivets verksamhetsstyrning
2017 (Swedish)In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 26, no 3-4, p. 32-38Article in journal (Refereed) Published
National Category
Ethnology Educational Sciences
Research subject
Critical and Cultural Theory; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-34045 (URN)1254/3.1.1/2013 (Local ID)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Available from: 2018-01-08 Created: 2018-01-08 Last updated: 2019-08-29Bibliographically approved
Alsterdal, L. & Pröckl, M. (Eds.). (2016). Inifrån och utifrån: Om praktisk kunskap i förskolan (1ed.). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Inifrån och utifrån: Om praktisk kunskap i förskolan
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Här tecknar studenter på den erfarenhetsbaserade förskollärarutbildningen, och forskare som undervisar på samma utbildning, en bild av förskolepedagogens praktiska kunskap. Texterna rör sig mellan ett förtroget inifrånperspektiv och ett teoretiskt utifrånperspektiv. Boken kombinerar på så vis en djupgående undersökning av dagsaktuella frågor som relationen mellan omsorg och lärande, det ökade antalet diagnostiserade barn, resursbrist, lek och utbildningens betydelse, samtidigt som den sätter dessa frågor i relation till vilken förskola, och vilket samhälle, vi vill ha.

Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2016. p. 448 Edition: 1
Series
Södertörn Studies in Practical Knowledge ; 8
National Category
Learning
Research subject
Critical and Cultural Theory; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-30945 (URN)1254/3.1.1/2013 (Local ID)978-91-87843-56-3 (ISBN)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Funder
The Foundation for Baltic and East European Studies, 1254/3.1.1/2013
Available from: 2016-10-06 Created: 2016-10-05 Last updated: 2019-08-29Bibliographically approved
Schwarz, E. (2016). Inskolning: Om förnyelse och gemenskap på förskolan. In: Lotte Alsterdal, Maria Pröckl (Ed.), Inifrån och utifrån: Om praktisk kunskap på förskolan (pp. 259-281). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Inskolning: Om förnyelse och gemenskap på förskolan
2016 (Swedish)In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 259-281Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2016
Series
Södertörn Studies in Practical Knowledge ; 8
National Category
Philosophy Learning
Research subject
Critical and Cultural Theory; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-30979 (URN)1254/3.1.1/2013 (Local ID)978-91-87843-56-3 (ISBN)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Funder
The Foundation for Baltic and East European Studies, 1254/3.1.1/2013
Available from: 2016-10-12 Created: 2016-10-12 Last updated: 2019-08-29Bibliographically approved
Lindqvist, B. (2016). Omprövande: om vikten av att ryckas ut ur sin förtrogenhet. In: Lotte Alsterdal, Maria Pröckl (Ed.), Inifrån och utifrån: Om praktisk kunskap på förskolan (pp. 337-366). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Omprövande: om vikten av att ryckas ut ur sin förtrogenhet
2016 (Swedish)In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 337-366Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2016
Series
Södertörn Studies in Practical Knowledge ; 8
National Category
Ethnology Educational Sciences
Research subject
Critical and Cultural Theory; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-30988 (URN)1254/3.1.1/2013 (Local ID)978-91-87843-56-3 (ISBN)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Funder
The Foundation for Baltic and East European Studies, 1254/3.1.1/2013
Available from: 2016-10-13 Created: 2016-10-13 Last updated: 2019-08-29Bibliographically approved
Alsterdal, L. (2016). Säkerhet och osäkerhet i rörelsen: tankar om förskolepraktik och förskollärarutbildning. In: Lotte Alsterdal, Maria Pröckl (Ed.), Inifrån och utifrån: Om praktisk kunskap på förskolan (pp. 391-419). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Säkerhet och osäkerhet i rörelsen: tankar om förskolepraktik och förskollärarutbildning
2016 (Swedish)In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 391-419Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2016
Series
Södertörn Studies in Practical Knowledge ; 8
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Critical and Cultural Theory; Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-30990 (URN)1254/3.1.1/2013 (Local ID)978-91-87843-56-3 (ISBN)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Funder
The Foundation for Baltic and East European Studies, 1254/3.1.1/2013
Available from: 2016-10-13 Created: 2016-10-13 Last updated: 2019-08-29Bibliographically approved
Schwarz, E. & Cederberg, C. (2013). Reflektion - en nödvändighet. Förskoletidningen (6), 44-49
Open this publication in new window or tab >>Reflektion - en nödvändighet
2013 (Swedish)In: Förskoletidningen, ISSN 0348-0364, no 6, p. 44-49Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
förskola, reflektion, professionalitet, praktisk kunskap
National Category
Philosophy
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-21436 (URN)1254/3.1.1/2013 (Local ID)1254/3.1.1/2013 (Archive number)1254/3.1.1/2013 (OAI)
Available from: 2014-01-17 Created: 2014-01-17 Last updated: 2019-08-29Bibliographically approved
Co-InvestigatorLindqvist, Beatriz
Principal InvestigatorSchwarz, Eva
Co-InvestigatorBornemark, Jonna
Co-InvestigatorAlsterdal, Lotte
Co-InvestigatorPröckl, Maria
Coordinating organisation
Södertörn University
Funder
Period
2014-01-01 - 2016-12-31
Keywords [sv]
Östersjö- och Östeuropaforskning
Keywords [en]
Baltic and East European studies
National Category
Philosophy
Identifiers
DiVA, id: project:1699Project, id: 29/2013_OSS

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