Pedagogiske identiteter i norsk barnehagepolitikk fra 1970-årene og fram til i dag
| Autor: | Mette Nygård |
|---|---|
| Jazyk: | Danish<br />English<br />Norwegian<br />Swedish |
| Rok vydání: | 2016 |
| Předmět: | |
| Zdroj: | Utbildning & Demokrati, Vol 25, Iss 2, Pp 49-69 (2016) |
| Druh dokumentu: | article |
| ISSN: | 1102-6472 2001-7316 |
| DOI: | 10.48059/uod.v25i2.1057 |
| Popis: | The purpose of this article is to illuminate various pedagogic identities in Norwegian White Papers directed to Early Childhood Education and Care institutions. In this article, I present a study of eight White Papers concerning ECEC in Norway. I place emphasis on political efforts related to learning in ECEC institutions and further on, identify various learning discourses. I have chosen to place emphasis on a period of 40 years to identify if and in what way the learning discourses have changed. Further, I discuss various learning discourses based on Bernstein’s theory of pedagogic identities and shed light on various ideologies in ECEC policy. Bernstein’s theoretical framework is fundamental in this article. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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