Access to the community in multicultural kindergartens

Abstract

Norwegian kindergartens are meant to promote respect for human dignity by highlighting, valuing and promoting diversity and mutual respect (Framework plans for kindergartens 2017). Yet, research from multicultural kindergartens indicates that children’s multicultural backgrounds affect their possibility to participate equally in common activities. In this article, I will discuss how Norwegian experience can affect inclusion and exclusion in kindergartens. Drawing on Bakhtin’s theories about spheres of communication and speech genres, I analyse dialogues in a multicultural kindergarten. The analyses raise the question of whether kindergartens, despite intentions of equal participation, are marked by subtle forms of communication that might exclude children with experiences that differ from the majority.