Young Children's Belonging in Finnish Educational Settings: An Intersectional Analysis

Autor/inn/en	Puroila, Anna-Maija; Juutinen, Jaana; Viljamaa, Elina; Sirkko, Riikka; Kyrönlampi, Taina; Takala, Marjatta
Titel	Young Children's Belonging in Finnish Educational Settings: An Intersectional Analysis
Quelle	In: International Journal of Early Childhood, 53 (2021) 1, S.9-29 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Puroila, Anna-Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-021-00282-y
Schlagwörter	Foreign Countries; Young Children; Sense of Community; Student School Relationship; Elementary School Students; Educational Policy; Ethnography; Power Structure; Early Childhood Education; Finland + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Schüler-Lehrer-Beziehung; Politics of education; Bildungspolitik; Ethnografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Finnland
Abstract	The study draws on a relational and intersectional approach to young children's belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children's belonging is shaped in the intersections between macro-, meso-, and micro-levels of young children's education in Finland. The data consist of educational policy documents and ethnographic material generated in educational programs for children aged birth to 8 years. A situational mapping framework is used to analyze and interpret the data across and within systems levels (macro-level; meso-level; and micro-level). The findings show that the landscape in which children's belonging is shaped and the intersections across and within the levels are characterized by the tensions between similarities and differences, majority and minorities, continuity and change, authority and agency. Language used, practices enacted, and positional power emerge as the (re)sources through which children's (un)belonging is actively produced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01