Forstyrrelsers paradoksale kraft: En studie av hvordan forstyrrelser kan virke produktivt i pedagogisk arbeid i barnehagen

Abstract

This thesis aims to develop knowledge about how disruptions may work productively in pedagogical settings. It suggests seeing disruptions as action forces that motivates by putting habitual thoughts and practices in motion. From a poststructural inspired research position the thesis focuses on pedagogical practices and Early Childhood Educational institutions as discursive fields both for children and pedagogues. As a central premise language is regarded as performative in line with the linguistic turn. Putting empirical material to work with philosophical concepts the thesis provides examples of how language co-carries contradictions, negations and differences. Thus language endlessly refers to other differential traces. Furthermore the thesis destabilizes the idea of texts as neutral and transparent. Disruptions, repetition and re-thinking are seen as key research tools, used to deal with ethics and justice in Early Childhood Education. This is elaborated and examined in order to create new questions about educational work.