Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework

Mikuska, E., Raffai, J. and Vukov Raffai, E. (2023) Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework. Global Studies of Childhood, 14 (2). pp. 156-170. ISSN 2043-6106

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Abstract

In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. This paper examines how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues, who are the largest ethnic minority group in Vojvodina, Serbia. To consider the possible impact this change has on both kindergarten pedagogues and children the research aims were to explore, and to increase scholarly awareness of, potential issues Hungarian ethnic kindergarten pedagogues are facing in their understanding of the new approach. Narratives from Hungarian kindergarten pedagogues who were working with preschool age children were collected. To illuminate different understandings, we propose to apply dialogical self, I positions and intersectionality as a fruitful approach for analysing personal and cultural positioning. Findings show uncertainty, resistance, and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. It was demonstrated that in the professional context, the interactions between different selves, and intersection between different cultures contribute to different positions, and storylines, cumulatively resulting in new we and they positioning. Our recommendation is that further opportunities need to be developed to advance the kindergarten pedagogues’ competencies how to deal with change.

Publication Type: Articles
Additional Information: Mikuska, E., et al, Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework, Global Studies of Childhood. © The Author 2023. Reprinted by permission of SAGE Publications.
Uncontrolled Keywords: Intersectionality; dialogical self; ethnic minority; language, culture and tradition, curriculum framework, identity, Years of Ascent
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > LB Theory and practice of education > LB1139 Early childhood education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Childhood
Academic Areas > Institute of Education, Social and Life Sciences
Research Entities > Centre of Excellence for Childhood, Inclusion and Society (CECIS)
Depositing User: Eva Mikuska
Date Deposited: 21 Jun 2023 11:32
Last Modified: 15 Jul 2024 09:08
URI: https://eprints.chi.ac.uk/id/eprint/6899

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