University of Oulu

Riikka Kess & Jóhanna Einarsdóttir (2023) Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North, Early Years, DOI: 10.1080/09575146.2022.2163621

Educators’ narratives about everyday work of early childhood education and care in the culturally diverse North

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Author: Kess, Riikka1; Einarsdóttir, Jóhanna2
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
2School of Education, University of Iceland, Reykjavik, Iceland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2023020726159
Language: English
Published: Informa, 2023
Publish Date: 2024-07-03
Description:

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.

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Series: Early years
ISSN: 0957-5146
ISSN-E: 1472-4421
ISSN-L: 0957-5146
Issue: Online first
DOI: 10.1080/09575146.2022.2163621
OADOI: https://oadoi.org/10.1080/09575146.2022.2163621
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This study was partly supported by the Finnish Cultural Foundation, North Ostrobothnia Regional Fund.
Copyright information: © 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.