Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North
Kess, Riikka; Einarsdóttir, Jóhanna (2023-01-03)
Routledge
03.01.2023
Kess, R., & Einarsdóttir, J. (2024). Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North. Early Years, 44(2), 419–433. https://doi.org/10.1080/09575146.2022.2163621
https://rightsstatements.org/vocab/InC/1.0/
© 2023 Informa UK Limited. This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 03 Jan 2023, available online: http://www.tandfonline.com/10.1080/09575146.2022.2163621
https://rightsstatements.org/vocab/InC/1.0/
© 2023 Informa UK Limited. This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 03 Jan 2023, available online: http://www.tandfonline.com/10.1080/09575146.2022.2163621
https://rightsstatements.org/vocab/InC/1.0/
Tiivistelmä
Abstract
The aim of the study is to deepen understanding of educators’ daily practices in the Northern ECEC through the lenses of culturally responsive teaching. The research material consists of two-staged peer interviews with 10 educators, which were selected from the whole research material for detailed analysis. The main finding of this study is ethical balancing, which permeates the work of educators in the culturally diverse North. Ethical balancing is presented through four dimensions: (1) educators’ struggles between equality and cultural diversity in everyday ECEC life, (2) educators’ values confronting the requirements of culturally responsive teaching and diverse educational communities, (3) educators balancing between diverse perspectives in collaboration with families and (4) educators’ experiences of inadequacy in culturally diverse settings. In addition to new empirical knowledge, the study provides a new methodological approach to the ECEC research field. The peer interview method has the potential to support educators with the dilemmas of everyday practice, and the method can also be extended to teacher education to support student teachers during their studies. The study challenges educators, education providers and policymakers to engage more deeply with the aims and practices of culturally responsive teaching to respond better to the needs of a diversifying society.
The aim of the study is to deepen understanding of educators’ daily practices in the Northern ECEC through the lenses of culturally responsive teaching. The research material consists of two-staged peer interviews with 10 educators, which were selected from the whole research material for detailed analysis. The main finding of this study is ethical balancing, which permeates the work of educators in the culturally diverse North. Ethical balancing is presented through four dimensions: (1) educators’ struggles between equality and cultural diversity in everyday ECEC life, (2) educators’ values confronting the requirements of culturally responsive teaching and diverse educational communities, (3) educators balancing between diverse perspectives in collaboration with families and (4) educators’ experiences of inadequacy in culturally diverse settings. In addition to new empirical knowledge, the study provides a new methodological approach to the ECEC research field. The peer interview method has the potential to support educators with the dilemmas of everyday practice, and the method can also be extended to teacher education to support student teachers during their studies. The study challenges educators, education providers and policymakers to engage more deeply with the aims and practices of culturally responsive teaching to respond better to the needs of a diversifying society.
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