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A Becoming, Humanist Child: An analysis of Learning and Care in the Swedish Curriculum for the Preschool (Lpfö 18)
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.ORCID-id: 0000-0001-5315-452x
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Jönköping University.ORCID-id: 0000-0002-6357-6491
2019 (engelsk)Inngår i: Education in the North, Vol. 26, nr 1, s. 42-55Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

A new, revised curriculum for the Swedish preschool came into effect in July 2019. According to the National Agency of Education, it differs from its predecessor by putting a greater emphasis on care and teaching. This paper studies how the child is conceptualized in relation to learning and care in the new curriculum. Informed by a posthumanist approach and childhood studies, it scrutinizes how the child is positioned as a being and/or becoming child, an entangled and/or separate child, and, an active and/or passive child. Furthermore, it explores how the child appears in relation to human and non-human agents. The dominant, recurring conceptualization of the child is the child as becoming and passive. Learning and caring processes mainly come across as unidirectional -from adult to child –and future orientated. Although the preschool child is connected to a social context, the child predominantly appears as separate from others rather than entangled

sted, utgiver, år, opplag, sider
2019. Vol. 26, nr 1, s. 42-55
Emneord [en]
curriculum; early childhood education and care (ECEC); childhood studies; posthumanism; Sweden
HSV kategori
Identifikatorer
URN: urn:nbn:se:hb:diva-22133OAI: oai:DiVA.org:hb-22133DiVA, id: diva2:1376211
Tilgjengelig fra: 2019-12-09 Laget: 2019-12-09 Sist oppdatert: 2020-01-28

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https://www.abdn.ac.uk/education/documents/journals_documents/Volume_26_Issue_1_Post_human/4_EITN_2019_01_03_Billmayer.pdf

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