Session Information
04 SES 11 B, Analyses of Policy Documents II.
Paper Session
Contribution
Abstract
The paper is drawing on an ongoing research project that attempts to explore the basis for inclusion of children with disabilities/special needs in kindergarten. An increasing attention of social inequalities and underachievement in school has actualised the importance of a good start for all, and kindergarten has become a strategic site for intervention. Kindergarten as preparation for schooling and early intervention are two aspects of Norwegian policies that are strongly emphasised. Assistance to children with disabilities are being framed by these policies. Our aim is to explore how the work in kindergarten is defined in official documents and how requirements of intervention are taken up by Head teachers in kindergarten and discuss implication for inclusion. The material draws on central policy documents and authorized texts that are aimed at accomplishing these aspects of recent change, and a survey of Head teachers on inclusion.
We draw on theory of change and new configuations of power, from the point of view of the dynamic interplay between the political, institutional, relational and ethical/subjective. Changes in freedoms and control are assumed to impinge on the normative and regulatory aspects of management, institutional relationships, norms and social and discursive practices in the daily life of a kindergarten, with implication for inclusion/exclusion.
Method
Expected Outcomes
References
Arnesen, A.L. & Lundahl, L. (forthcoming). Standardized Individualization. Text-mediated relations of governance in two Nordic welfare institutions. In S.Kvam (ed.) Genre and Cultural Competence: An Interdisciplinary Approach to the Study of Text, Münster: Waxmann Verlag Bennett, J. (2003). Starting strong: The persistent division between care and education. Journal of early childhood research 2003; 1; 21 Fairclough, N. (2003). Analyzing discourse. London: Routledge. The Norwegian Directorate for Education (2006). Veileder til opplæringsloven om spesialpedagogisk hjelp og spesialundervisning. (Guidance to special education and special educational assitance). The Norwegian Ministry of Education and Research (2006). Rammeplan for barnehagens innhold og oppgaver (The Framework Plan for the Content and Tasks of Kindergartens). The Norwegian Ministry of Children and Family Affairs (2001). OECD – Thematic Review of Early Childhood Education and Care Policy in Norway. February 2001. Contains Background Report (1998) and OECD Country Note (1999). The Norwegian Ministry of Education and Research (2006). St.meld.nr. 16 (2006-2007) ….og ingen sto igjen. Tidlig intervensjon. (Early intervention). Ministry of Education and Research The Norwegian Ministry of Education and Research (2009b) NOU 2009:18 Bedre læring [Better learning] ). The Norwegian Ministry of Education and Research (2009b). St.meld.nr. 41. Kvalitet i barnehagen. (White paper to the Storting. Quality in kindergarten). The Norwegian Ministry of Education and Research (2009c). NOU 2009: 18. Rett til læring (Right to learn). Official Norwegian Report. Rose, N. S. (1998) Inventing Our Selves. Psychology, Power, and Personhood. Cambridge, United Kingdom, New York, NY, Oakleigh, Melbourne: Cambridge University Press Rose, N. S. (1999). Powers of freedom : reframing political thought. Cambridge, United Kingdom ; New York, NY, Cambridge University Press.
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