On the way towards integration? From monologic to dialogic encounters in Swedish rural preschools

The study investigates how employees in rural kindergartens in Sweden experience encounters with parents who have an immigrant background, and how these experiences affect their practices and attitudes. Using Bakhtin’s dialogic theory as a framework, the study investigates the transition from a monologic to a dialogic approach. The researchers also investigated how the perceived changes affected everyday practices and attitudes.

The results show a change among the kindergarten staff from a monologic approach to a more dialogic approach in encounters with parents who had an immigrant background. Original attitudes characterised by ‘we and the others’ were gradually replaced with a more inclusive understanding. Employees developed increased self-reflexivity and professionalism by understanding cultural differences, while maintaining Swedish values such as equality and children’s rights Dialogue-based meetings promoted mutual understanding and a sense of security, but also highlighted challenges related to differing values.

The data consist of six focus group interviews conducted with thirteen kindergarten employees from three different kindergartens in a rural municipality in southeast Sweden. Each focus group consisted of 3-5 participants. All participants were women of Swedish background, and most of them had over ten years of kindergarten experience. The first round of interviews was conducted physically in kindergartens, while the second round was conducted online due to COVID-19. Interviews lasted between 90 and 120 minutes, and stimulating texts were used to promote reflection and discussion.

Löthman, C., & Puskás, T. (2022). On the way towards integration? From monologic to dialogic encounters in Swedish rural preschools. European Early Childhood Education Research Journal, 30(4), 529–542.