Norwegian polyamorous families and their experiences of kindergarten: a narrative inquiry

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2023-07-21 DOI:10.1080/09540253.2023.2235408

Alicja R. Sadownik

引用次数: 0

Abstract

ABSTRACT This article reports on a narrative inquiry (NI) of two Norwegian polyamorous families regarding their encounters with their children’s kindergartens. NI as a theory and method is employed, along with discourse theory, to understand the experiences of these polyfamilies in Norway. Norway has declared its institutions to be discrimination-free but that does not allow for the formalization of polyamory as a legitimate relationship. The analysis focuses on restorying three experiences of the polyamorous families: becoming polyfamilies, disclosing their relationship to the children, and encounters with the kindergartens. The discussion highlights the dichotomy between the families’ experiences when hiding and being open about their family arrangement; and the silent hegemony of monogamy underpinning a ray of policy documents framing kindergarten policy and practice (of collaborations with families).

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挪威一夫多妻家庭及其幼儿园经历的叙事性调查

摘要:本文报道了两个挪威多角恋家庭与孩子幼儿园的故事。NI作为一种理论和方法，与话语理论一起被用来理解挪威这些多家庭的经历。挪威已宣布其机构不存在歧视，但这并不允许将一夫多妻制正式化为一种合法关系。分析的重点是还原多角家庭的三个经历:成为多角家庭，向孩子揭示他们的关系，以及与幼儿园的相遇。讨论突出了家庭在隐藏和公开家庭安排时的经历之间的对立;一夫一妻制的无声霸权支撑了一系列政策文件，这些文件构成了幼儿园的政策和实践(与家庭合作)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.