Making differences and reflecting on diversities: embodied nationality among preschool children

This paper focuses on embodied practices in processes of nationalization among preschool children at the age of 6. It analyses how children define themselves and others, how they characterize and frame Finnishness through embodiment. The analysis is based on an ethnographic study in two preschool cl...

Full description

Saved in:
Bibliographic Details
Published inInternational journal of inclusive education Vol. 13; no. 1; pp. 63 - 78
Main Author Lappalainen, Sirpa
Format Journal Article
LanguageEnglish
Published Routledge 01.02.2009
Subjects
Cross Cultural Studies
Cultural Pluralism
Ethnicity
Ethnography
Finland
Foreign Countries
Gender Differences
Immigration
National Curriculum
Nationalism
Peer Relationship
Preschool Children
Social Change
Social Justice
Social Science Research
Finland
Online AccessGet full text

Cover

More Information
Summary:This paper focuses on embodied practices in processes of nationalization among preschool children at the age of 6. It analyses how children define themselves and others, how they characterize and frame Finnishness through embodiment. The analysis is based on an ethnographic study in two preschool classes. It is argued that nationality works in a gendered way as a source of inclusion and exclusion in children's peer relations: those children who manage to perform Finnishness by continuously proving their cultural flexibility through 'proper' embodiment are included more fluently. The analysis suggests that, particularly in the context of Finland, where cultural diversity is only recently recognized, multiculturalism as a pedagogical framework is insufficient for the promotion of equality in education.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603110701273691