'Ressursorientert tilnærming til språklig og kulturelt mangfold': Diskursive lesninger av inkludering i barnehagen

Abstract

This article critically questions how contemporary multicultural pedagogical work for inclusion in Norwegian children’s centers is described in government documents. We find in these documents that what is named as a discursive ‘resource-oriented approach to cultural diversity’ is presented as a strategy to understand how to work and analyse multicultural pedagogical issues. As preschool teachers and researchers our interest is to investigate how and why a resource-oriented approach today seems to have become part of preschool teachers’ normative multicultural work for inclusion. By analysing official early childhood documents discursively we question what effects a resource-oriented approach may have on professional multicultural knowledge production.