Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration
Peer reviewed, Journal article
Published version
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https://hdl.handle.net/11250/2986826Utgivelsesdato
2021Metadata
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Originalversjon
Kimathi, E., & Nilsen, A. C. E. (2021). Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration. Contemporary Issues in Early Childhood, 1-13 https://doi.org/10.1177/14639491211045419Sammendrag
Early intervention and integration are highly valued ideals in kindergartens in Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers ‘do’ early intervention and integration in their everyday work. They argue that this work largely revolves around managing categories, whether making categories fit people or making people fit categories. In this work, the kindergarten teachers rely on social technology that is influenced by a ‘psy-discourse’. Despite good intentions, the social technology and the professionals’ use of it ends up constructing the categories they are intended to help or ‘heal’.