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dc.contributor.authorMillei, Zsuzsa
dc.contributor.authorLappalainen, Sirpa
dc.date.accessioned2019-12-18T13:17:03Z
dc.date.available2019-12-18T13:17:03Z
dc.date.issued2019
dc.identifier.urihttps://erepo.uef.fi/handle/123456789/7880
dc.description.abstractThis study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The “pedagogy of nation” operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas in Hungary it rekindles past traditions within contemporary global flows of culture. The paper concludes by calling for the relevance of revealing everyday nationalism in institutions for young children and for reflexivity to trouble its exclusionary forms.
dc.language.isoenglanti
dc.publisherInforma UK Limited
dc.relation.ispartofseriesEuropean education
dc.relation.urihttp://dx.doi.org/10.1080/10564934.2019.1691015
dc.rightsAll rights reserved
dc.subjectcomparative ethnography
dc.subjecteveryday nationalism
dc.subjectchildhood studies
dc.subjectpreschool
dc.subjectearly childhood education
dc.subjectsocio-material
dc.subjectHungary
dc.subjectAustralia
dc.titleLearning Nation in Early Childhood Education: Multi-Sited Comparison between Pedagogies of Nation in Australia and Hungary
dc.description.versionfinal draft
dc.contributor.departmentDepartment of Social Sciences, activities
uef.solecris.id66797690en
dc.type.publicationTieteelliset aikakauslehtiartikkelit
dc.rights.accessrights© Informa UK Limited
dc.relation.doi10.1080/10564934.2019.1691015
dc.description.reviewstatuspeerReviewed
dc.relation.issn1056-4934
dc.relation.volume[Epub ahead of print 26 Nov 2019]
dc.rights.accesslevelopenAccess
dc.type.okmA1
uef.solecris.openaccessEi


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