dc.contributor.author | Nygård, Mette | |
dc.date.accessioned | 2018-04-13T08:16:56Z | |
dc.date.available | 2018-04-13T08:16:56Z | |
dc.date.created | 2017-08-14T11:33:24Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Nordic Journal of Studies in Educational Policy. 2017, 3 (3), 230-240. | nb_NO |
dc.identifier.issn | 2002-0317 | |
dc.identifier.uri | http://hdl.handle.net/11250/2493996 | |
dc.description.abstract | 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. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Taylor & Francis | nb_NO |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | 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 | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.source.pagenumber | 230-240 | nb_NO |
dc.source.volume | 3 | nb_NO |
dc.source.journal | Nordic Journal of Studies in Educational Policy | nb_NO |
dc.source.issue | 3 | nb_NO |
dc.identifier.doi | 10.1080/20020317.2017.1297017 | |
dc.identifier.cristin | 1486077 | |
dc.description.localcode | © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. | nb_NO |
cristin.unitcode | 194,67,80,0 | |
cristin.unitname | Institutt for lærerutdanning | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |