An ’Ethics of resistance’ challenges taken-for-granted ideas in Swedish early childhood education.

The purpose of this study is to examine power relations, resistance and emancipation among children and teachers in Swedish early childhood education and care. The study is methodological. The theoretical basis for the study is feminist post-structuralism.

The study is based on meetings between the three teachers and the researcher, at which they analysed children's drawings from various theoretical perspectives and on the basis of different interpretations. Through this process, the teachers aimed to identify and challenge the ideas they took for granted as well as bias, hidden agendas and the theoretical discourses that affected their daily practices. These realisations led to the rethinking of pedagogical decision-making as a fundamental ethical issue, closely linked to the understanding of democracy as part of the Nordic understanding of ‘the good childhood'. The study illustrates how deconstructive conversations and resistance ethics can enhance the teachers' awareness of different theoretical perspectives as well as their understanding of how their own assumptions and values can affect the learning of children. It is concluded that it is both possible and desirable for teachers to question their own ideas and practices and constantly challenge what is perceived as being universal or normal.

The study is designed as an ethnographic field study. The data have been collected by observations and focus group interviews.

Taguchi, H. L. (2008). An ’Ethics of resistance’ challenges taken-for-granted ideas in Swedish early childhood education: International Journal of Educational Research 47 (5) S. 270-282.