Norwegian Polyamorous Families and Their Experiences of Kindergarten: A Narrative Inquiry

Autor/in	Sadownik, Alicja R.
Titel	Norwegian Polyamorous Families and Their Experiences of Kindergarten: A Narrative Inquiry
Quelle	In: Gender and Education, 35 (2023) 6-7, S.671-689 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sadownik, Alicja R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2023.2235408
Schlagwörter	Kindergarten; Family School Relationship; Family Structure; Disclosure; Experience; Social Bias; School Policy; Early Childhood Education + Suchen Sie Ihr Suchwort? Familienkonstellation; Familiensystem; Erfahrung; Schulpolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This article reports on a narrative inquiry (NI) of two Norwegian polyamorous families regarding their encounters with their children's kindergartens. NI as a theory and method is employed, along with discourse theory, to understand the experiences of these polyfamilies in Norway. Norway has declared its institutions to be discrimination-free but that does not allow for the formalization of polyamory as a legitimate relationship. The analysis focuses on restorying three experiences of the polyamorous families: becoming polyfamilies, disclosing their relationship to the children, and encounters with the kindergartens. The discussion highlights the dichotomy between the families' experiences when hiding and being open about their family arrangement; and the silent hegemony of monogamy underpinning a ray of policy documents framing kindergarten policy and practice (of collaborations with families). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01