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dc.contributor.authorOlsen, Bent
dc.date.accessioned2019-11-08T09:18:07Z
dc.date.available2019-11-08T09:18:07Z
dc.date.created2014-06-15T09:17:40Z
dc.date.issued2015
dc.identifier.citationNordisk Barnehageforskning. 2015, 11 15-?.nb_NO
dc.identifier.issn1890-9167
dc.identifier.urihttp://hdl.handle.net/11250/2627346
dc.description.abstractThe article presents a study of some 700 day-care staff member’s attitudes towards children’s transition from kindergarten to a coming life as pupils in the school system. The transition is studied as rites of passage and as ascesis along the concept of Bildung. In addition findings are also analyzed along the value horizon of autonomy and conformity. The theoretical approach is based on the framework developed by Pierre Bourdieu, and the Grid Group Cultural Theory of Mary Douglas. The empirical part consists of answers to a questionnaire from some 700 staff members of 80 kindergartens in two Danish municipalities. The conclusions points to a high potential of conformist values and points to the long ignored ascetic dimension of Bildung as a central issue in the educational efforts of transition.nb_NO
dc.language.isodannb_NO
dc.publisherHøgskolen i Oslo og Akershusnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleForegribelsens dialektik: ”skolens” nærvær i børnehavens pædagogiske værdiuniversnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber15-?nb_NO
dc.source.volume11nb_NO
dc.source.journalNordisk Barnehageforskningnb_NO
dc.identifier.doi10.7577/nbf.998
dc.identifier.cristin1138076
dc.description.localcodeOpphavsrett 2015 Bent Olsen Creative Commons License Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.nb_NO
cristin.unitcode194,67,70,0
cristin.unitnameInstitutt for pedagogikk og livslang læring
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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