| 1. |
- Millei, Zsuzsa, et al.
(författare)
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Nordic early childhood education policies and virulent nationalist trends
- 2024
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (refereegranskat)abstract
- This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades' policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy changes in Sweden and Denmark, their undemocratic coercive moves and racist undertones become visible. By focusing on the intersections of language and place in selected policies, we respond to the questions: 'what is the problem represented to be' and 'what are the solutions offered?' (Bacchi, 2012). We argue for the urgency of further research as the identified policy shifts indicate the prevalence of a more virulent form of nationalism in the Nordic ECE space threatening its Nordic democratic values.
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| 2. |
- Ribeiro, C. D., et al.
(författare)
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Childhoods and Time: A Collective Exploration
- 2023
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Ingår i: Journal of Childhood Studies. - 2371-4107. ; 48:1, s. 133-147
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Tidskriftsartikel (refereegranskat)abstract
- This collective piece explores the philosophical, ontological, and epistemic potentials of analyzing the relations between childhood and time, proposing thought experiments and fieldwork analyses that release childhood from a linear temporality toward (modern) adulthood. Each experiment originating from the authors' distinct scholarly positionings fractures "modern childhood " and its civilization project, built from the hegemony of linear, sequential, progressive, and principled time.
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| 3. |
- Sadat Sajjadieh, Narges, et al.
(författare)
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A genealogical study of the emergence of kindergartens in Iran: an intersectional approach
- 2022
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Ingår i: Paedagogica Historica: International Journal of the History of Education. - : Informa UK Limited. - 0030-9230 .- 1477-674X.
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Tidskriftsartikel (refereegranskat)abstract
- There are histories describing in detail the development of early childhood education (ECE) around the world, yet not enough is known about this in the Middle East and the information on the origins of ECE in Iran is scarce and fragmentary. This article is the first of its kind to present an overview of the main developments rendering possible the establishment of the first kindergartens in Iran. In our account, we connect this genealogy of early childhood education in Iran to various trajectories: 1) the work of intellectual reformers; 2) the Iranian feminist movement; 3) the Constitutional Revolution in Iran (1906–1911); 4) religious reformist beliefs in Shia; 5) the missionaries’ schools; 6) the Armenians’ schools and 7) the age of girls’ marriage. As we demonstrate, early childhood education in Iran emerged before the industrial revolution. It was mainly provided for intellectual and influential families, focused on physical education accompanied by music, while religious education was marginal. Our genealogical explorations indicate that compared to kindergartens in Britain and Europe, Iranian early childhood education has been an instrument for intellectual societal reform. It was the fruits of a transplanted tree nourished by various local cultural-socio-political trends and religious beliefs. The paper concludes with an assessment of the importance of local and international influences on the emergence of early childhood education and the need to explore this history with an intersectional approach.
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