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Exploring the relational efforts making up a curriculum concept—an Actor-network theory analysis of the curriculum concept of children’s interests
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2018 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 50, no 1, p. 113-125Article in journal (Refereed) Published
Abstract [en]

This paper undertakes an investigation of the ‘life’ of the curriculum concept of children’s interests in a preschool practice. The concept of children’s interests plays a vital role in the Swedish preschool curriculum text and in the preschool field. Strongly inspired by Actor-network theory readings, the paper aims at producing accounts making visible the making of the concept of children’s interests through relations among children, carpets, Minecraft figures, boxes, teachers and schedules in a preschool practice. The paper engages in ethnographic materials generated at a Stockholm preschool over a period of 10 months.

Place, publisher, year, edition, pages
2018. Vol. 50, no 1, p. 113-125
Keywords [en]
Preschool, curriculum, children, interests, Actor-network theory
National Category
Educational Sciences
Research subject
Early Childhood Education
Identifiers
URN: urn:nbn:se:su:diva-148392DOI: 10.1080/00220272.2017.1320428ISI: 000429105800007OAI: oai:DiVA.org:su-148392DiVA, id: diva2:1151533
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2018-04-30Bibliographically approved
In thesis
1. Breakdowns, overlaps and ambivalence: an Actor-network theory study of the Swedish preschool curriculum
Open this publication in new window or tab >>Breakdowns, overlaps and ambivalence: an Actor-network theory study of the Swedish preschool curriculum
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Within the discipline of early childhood education research, the present study will focus on the Swedish preschool curriculum text, using a sociomaterial approach offered by Actor-network theory (ANT). The study adopts ethnographic methods, foremost participant observations in a preschool, to generate knowledge of how the curriculum text comes to act through moments in the everyday preschool work. The doctoral thesis consists of three research papers. Research paper I explores the delayed access to the field through the occurrence of a water leak. Through the focus on the value of breakdowns in ANT, the water leak becomes an empirical event where the researcher is allowed to learn about the mundane objects and practices making a preschool work, such as schedules and lists. Research paper II reports on the case of the curriculum concept of children´s interests (Moberg, 2017). Here, empirical moments are highlighted where the curriculum concept of children´s interests is defined and made to act by children and materialities. Finally, research paper III (Moberg, in press) reports on the case of an evaluation meeting where an evaluation text is to be produced. Here, the curriculum text is highlighted as vulnerable in its inability of embracing pedagogical dilemmas and ambivalence in the preschool everyday work.

Place, publisher, year, edition, pages
Stockholm University: Department of Child and Youth Studies, Stockholm University, 2017
Keywords
Curriculum, preschool, actor-network theory, texts, children, materiality
National Category
Educational Sciences
Research subject
Early Childhood Education
Identifiers
urn:nbn:se:su:diva-148631 (URN)978-91-7797-075-0 (ISBN)978-91-7797-076-7 (ISBN)
Public defence
2017-12-20, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Accepted.

Available from: 2017-11-27 Created: 2017-11-02 Last updated: 2017-11-22Bibliographically approved

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