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Individual or collective?: Democratic education in Swedish preschools
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0003-3910-0319
2018 (English)In: Early childhood education, families and communities: abstract book, European Early Childhood Education Research Association , 2018, p. 75-75Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper focuses democratic education in Swedish preschools regarding children´s individual and collective influence. It covers planned activities, as well as unplanned in the daily life in preschool. A special interest is on instruction in situations when the influence has a collective stamp. Previous research show that preschool staff in Nordic countries foremost understand children´s participation in terms of individual choices and self-determination, which implies that instruction about democracy have an individual, rather than collective orientation (Bae 2010; Emilson & Johansson 2018). The analysis draws on Dillabough and Arnot ´s (2000) theories about democracy, whether the emphasis is on collective justice and struggles for equality or the rights of the individual.  Moreover, Bae´s (2012) concepts moments of democracy, and spacious and narrow interactional patterns, are used. An interpretative and critical ethnographic approach was applied, with participant observations to cover democratic processes in daily practice, and interviews with teacher teams and children (Hammersley & Atkinson 2007). A consent form including information about the project and informants rights was provided to all parents and teachers involved. Informed consent was negotiated with the children, and pseudonyms replaced the participants’ names. The invitations for children to exert influence during planned activities had an individual stamp even regarding group activities such as circle time. In the daily preschool life there were moments of democracy also of a collective character, often unconscious for the staff. By showing moments of democracy regarding children’s individual or collective participation, the quality of democratic education may increase.

Place, publisher, year, edition, pages
European Early Childhood Education Research Association , 2018. p. 75-75
Keywords [en]
children's participation, collective influence, individual influence, power relations, democratic education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-164197ISBN: 978-615-80226-6-8 (print)OAI: oai:DiVA.org:umu-164197DiVA, id: diva2:1361487
Conference
EECERA 28th conference, "Early Childhood Education, Families and Communities", Budapest, Hungary, 28th – 31st August 2018
Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-10-24Bibliographically approved

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Hjelmér, Carina

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf