Session Information
07 SES 11 JS, Critical Reflections on Social Justice and Equality in Education, Part II: Critical Reflections on Policies and Practices in Education
Joint Session with NW 19
Symposium
Contribution
In the current article, we explore educational practices in terms of the transition from pre-primary education to compulsory schooling. Our cross-cultural analysis is based on two ethnographic studies conducted in three educational institutions providing pre-primary education, two in Finland and one in Sweden. The analysis is guided by feminist theories intertwined with contextualised ethnographic perspectives. In the pre-primary education children’s actions and ways of being were continuously under evaluation in terms of their future as professional school children. These data reveal particular evaluations on children in terms of their ways of acting and being constructed as ‘ideal’. These evaluations are often based on expectations of essential differences between boys and girls, even in Sweden, where the curriculum encourages educational staff to deconstruct gender divisions and provides guidelines for promoting gender equality.
Method
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