Abstract

This study focuses on early childhood teachers’ narrative identities in the North, based on the concept of narrative identities in place. The aim of the study is to deepen understanding of early childhood teachers’ work in the culturally diverse North by approaching the teachers’ narrative identities as closely connected with place. The research question guiding this study is: How do early childhood teachers from the culturally diverse North narrate their identities? The research material consisted of 12 peer interviews (24 teachers). The findings show that early childhood teachers’ narrative identities in place are shaped in between three crucial dimensions: meaningful places, temporality, and (un)belonging to multiple communities. The study contributes to international research on teachers’ narrative identities, place-based education, and early childhood education both theoretically and methodologically. The findings of the study challenge teachers, teacher educators, and policymakers to recognise the significance of place for teachers’ identities.