Conflicts and resistance: potentials for democracy learning in preschool |
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| Authors: | Eva Johansson Anette Emilson |
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| Institution: | 1. Department of Early Childhood Education, Faculty of Arts and Education, University of Stavanger, Stavanger, Norway;2. Department of Education, Linnaeus University, Kalmar, Sweden |
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| Abstract: | The study aims to develop knowledge about learning for democracy in ECEC, through investigating acts of resistance in conflicts and examine these as potentials for democracy learning. The study is informed by Mouffe's theoretical ideas about conflicts as a prerequisite for democracy. The research questions are: What kind of conflicts can be identified in everyday interactions in preschool? How do children and teachers express and maintain resistance in conflicts? What potentials for democracy learning are there in such acts? Data consist of video observations of interactions in four Swedish preschools. The analyses of the interactions comprised various readings to identify expressions of conflicts and ways to communicate resistance. Ethical considerations were paramount to ensure that the studies met the ethical requirements. Identified conflicts are described in terms of qualities of space: (a) Space for diversity illustrates openness for different opinions to be articulated and heard: (b) Space for unity illustrates how alliance-building and authority create conditions and restrictions for opinions to be articulated, heard and/or neglected. Playfulness, courage and emotions are important traits for resistance and both agonism and antagonism appear to be at play. The conflicts identified offer both possibilities and obstacles in learning for democracy. |
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| Keywords: | Conflict resistance preschool children teachers democracy |
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