Norm Critical Children’s Literature at Swedish Preschools. An Interview Study

Abstract

In Swedish preschools, so-called norm critical children’s books are often read aloud as part of the literature activities and the equality work. The aim of this article is to examine preschool teachers’ views on and experiences of working with so-called norm crit, a fairly new genre niche in Swedish children’s literature. Seven preschool teachers at three different places in Sweden have been interviewed. The data have been analysed thematically and structured as follows: 1) What and why? Literary selections and readings, 2) How? The usage of educational teaching material, 3) For whom? Strategies for handling stereotypes. The results show that the preschool teachers emphasise aspects of diversity and recognition. They report that they use various strategies to handle stereotypes, often omitting or changing words. The educational material is seen as a useful resource. The analysis draws on Rita Felski’s theoretical discussion of uses in relation to literature, and especially the concept of recognition and knowledge.