Purpose
The thesis is based on a PhD project that investigates how factors that are perceived as societal crises, more specifically the sustainability of the welfare state, are made into a springboard for pedagogical measures in kindergartens. The purpose is to produce knowledge about the relationships between state, politics and pedagogy. This knowledge can contribute to society reflecting on itself and its institutions. In addition, the project can contribute to a pedagogical and societal discussion about state interventions in the upbringing of children due to the role that kindergarten plays in the nation state’s work concerning the formation of citizens.
Research question: How is kindergarten constituted and justified through welfare-state arguments regarding the future of young children?
Result
The second analysis part of the thesis treats children’s potential as a type of national protection in order to show how the kindergarten, through its welfare work, contributes to the welfare nation state’s symbolic border control. In this part of the thesis, the author shows how children are expected to be able to protect the welfare nation state of Denmark in the future through notions of social skills, work skills and life skills.
Design
The thesis is empirically based on interviews with kindergarten teachers, journal articles from the educators’ union organisation magazine, as well as legislation regarding kindergarten provision and pedagogical education. The material covers a period of 70 years and is organised analytically as a flat network of statements. In terms of strategic analysis and technical dissemination, the thesis uses a postmodern framework that is mainly based on Michel Foucault’s conceptual apparatus.
References
Rosengaard, S. (2018). “Fremtiden starter i børnehaven: Postmoderne analyser af velfærdsstatslige investeringer i det lille barns nationale dannelse”. Akademisk avhandling. Københavns Universitet.