Antiracist and Decolonial Approaches to Early Years Education
Perspectives from the Nordics
Antiracist and Decolonial Approaches to Early Years Education
Perspectives from the Nordics
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Description
This edited volume locates and interrupts absences concerning the workings of race, whiteness and coloniality in relation to early years education in the Nordics. The contributors provide novel empirical knowledge and contextualized understandings of concepts such as coloniality, race, racism, whiteness, and intersectionality in relation to early years education, in and across the Nordics, including Norway, Sweden, Finland, Denmark, Iceland, Kalaallit Nunaat/Greenland and Sápmi. The contributors also contribute to the development of pedagogical theory and practice that can offer alternatives, interruptions, and counterstrategies to the reproduction of racism, coloniality and injustice in and through education.
The book sheds light on the particularities of the Nordics, while also offering contextually relevant examples that can provide teaching and insights of relevance to the broader international context of anti-racist and decolonial education.
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Table of Contents
Series Editor's Foreword
Introduction: Coloniality, Racism and Otherness in the Nordics – Sanctioned Ignorance and Interruptive Gestures, Kristin Gregers Eriksen (University of South-Eastern Norway, Norway) and Mari Kristine Jore (University of Agder, Norway)
Part I: Elusive Constructions of Otherness in Nordic Early Years Education: Whiteness and Intersectionality
1. A Feeling of Racialized and Gendered Difference, Jo Krøjer and Marta Padovan-Özdemir (Roskilde University, Denmark)
2. “Some are Brown, and Some are Pink”: Intersections Between Race and Religion in ECEC, Ragnhild Laird Iversen (University of South-Eastern Norway, Norway)
3. White Avoidance – Exploring Early Childhood Educator's Affective Responses to Racial Inequity, Nadia Norling Tshili Klarsgaard (University College Nordjylland, Denmark and Oslo Metropolitan University, Norway)
4. Images of “others” in Norwegian Kindergartens, Arnhild Leer-Helgesen, June Fylkesnes and Eric Kimathi (University of Agder, Norway)
5. Preservative or Transformative trends: A Critical Literature Review of Multicultural Education as a Response to Cultural Diversity in Icelandic Preschools, Brynja E. Halldórsdóttir, Susan E. Gollifer and Anna Árnadóttir (University of Iceland, Iceland)
Part II: Colonial Archives of Knowledge: Norms of Professionality and Conceptualizations of Care in Early Years Education
6. Color-Evasive Care: Racialization and Racial Normativity in Early Childhood Education Centers, Maria Saloranta, Gunilla Holm, Jan-Erik Mansikka and Monica Londen (University of Helsinki, Finland)
7. Imperial (Re)Productions: Placements of Greenlandic Children, Josefine Lee Stage (University of Copenhagen, Denmark) and Najannguaq Dalgård Christensen (Ministry for Fisheries and Hunting, Greenland)
8. Sámi Curriculum and Conceptualizations of Care, Monica Bjerklund (University of South-Eastern Norway, Norway)
9. Young Roma in Vulnerable Situations, Merete Saus (UiT the Arctic University of Norway, Norway), Aylin Desiree Karayazgan (The Church City Mission and Romano kher, Norway), Djulia Spatalaj (The Church City Mission and Romano kher, Norway), Mariann Bellika Hansen (UiT the Arctic University of Norway, Norway), Claudia Josef (The Church City Mission and Romano kher, Norway) and Inger Sigfridsson (RVTS, Norway)
Part III: Openings, Interruptions and New Beginnings: Decolonial and Anti-racist Approaches to Pedagogical Theory and Practice
10. Interrupting Racialized Norms of Professionality of Norwegian ECEC Teachers: Counter-Stories of Pre-service Teachers, Kristin Gregers Eriksen, Jocelyne Von Hof, Ragnhild Laird Iversen and Terese Wilhelmsen (University of South-Eastern Norway, Norway)
11. Childrens Possibilities to Gain the Skills of Yoiking and to Experience the Tradition in Educational Settings, Laila A. Nutti (Sami University of Applied Sciences, Norway)
12. Doing Diversity in a Predominantly White Privileged Preschool – Opportunities and Limitations of De-centering Whiteness, Osa Lundberg (Malmo University, Sweden)
13. “Everybody must learn the rainbow language!” Opportunities and Limitations to Decolonializing Social Relations in a Utopia Workshop for 9-12 Year Olds in Finland and Norway, Julie Borge and Pia Mikander (University of Helsinki, Finland)
14. Bodily Agency Troubling the Hegemony of Voice in the Primary Norwegian Classroom – Decolonising Linguistic Forms of Agency for Children's Political Equality, Lene Sirevåg (University of Agder, Norway)
Epilogue: Desire-Based Practice and Prefigurative Gestures: Openings, Invitations, and Possibilities for Reimagining Early Years Education in the Nordics, Kristin Gregers Eriksen (University of South-Eastern Norway, Norway) and Mari Kristine Jore (University of Agder, Norway)
Product details
| Published | Jan 21 2027 |
|---|---|
| Format | Ebook (Epub & Mobi) |
| Edition | 1st |
| Pages | 256 |
| ISBN | 9781350506299 |
| Imprint | Bloomsbury Academic |
| Illustrations | 10 bw illus |
| Series | Bloomsbury Race, Ethnicity and Belonging in Education |
| Publisher | Bloomsbury Publishing |
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