The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content
Journal article, Peer reviewed
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OriginalversjonNordic Journal of Studies in Educational Policy. 2017, 3 (3), 230-240. 10.1080/20020317.2017.1297017
When the responsibility for ECEC institutions was placed under Ministry of Education and Research in 2006, the ECEC institution as a learning area was brought in to the foreground in early education and care policy. Norwegian ECEC institutions have been subject to a greater degree of state control, and we can ask if the state is trying to undermine the profession’s autonomy through a strong degree of control over the content in education. This article is based on interviews with eight preschool teachers with long experience working in ECEC institutions. I will illuminate their subjective experiences of the ECEC institution as a learning arena for children, and discuss how they position themselves as agents due to a greater degree of state control. Thus, the relation between the pedagogic and the official recontextualising field will be discussed. Autonomy and the concept of framing will be central.