Purpose
The study investigates how refugee parents experience collaboration and interaction with the Norwegian kindergarten system. The researcher also investigates which factors in parental collaboration contribute to a sense of belonging and recognition for refugee parents. Emphasis is placed on how cultural codes and language affect parents’ experiences in the interaction with kindergarten, and how kindergarten staff can facilitate a better integration process. The research questions are:
- How do refugee parents experience collaboration and interaction with kindergarten?
- What aspects of parental collaboration contribute to a sense of belonging and recognition?
Result
Refugee parents experience kindergarten staff as friendly and respectful, but face challenges regarding language and cultural understanding. Lack of access to an interpreter and cultural misunderstandings create uncertainty in collaboration with the kindergarten. Nevertheless, the parents are satisfied with their children’s well-being and emphasise the importance of integrating into Norwegian society. The study shows that more flexible and culturally sensitive practices are needed in kindergarten to strengthen parenting and integration.
Design
The study uses a qualitative research design and is based on semi-structured interviews with 12 refugee parents. In addition, observational material has been obtained from situations related to dropping off and picking up children at kindergarten. The data was analysed thematically using the NVivo programme, where the focus was directed at the parents’ experiences of communication and collaboration with the kindergarten. To analyse findings from the study, Bourdieu’s theory of cultural capital, habitus and symbolic power is used, along with Berry’s perspective on acculturation.
References
Lund, H. H. (2022). «Vi må gjøre som nordmenn, gå på tur og sånn, integrere oss»: Flyktningforeldres erfaringer med barnehagen. Nordisk barnehageforskning, 19(3), 192–214.