Social Sustainability in Swedish Multicultural Preschools

The study investigates how Swedish kindergartens deal with dilemmas related to cultural diversity and social sustainability. The researcher analyses challenges that arise when kindergarten staff attempt to comply with the values in the curriculum, such as democracy, equality, and children’s rights. The study focuses particularly on situations where staff meet parents’ cultural expectations. The research question is: What dilemmas arise in Swedish kindergartens when staff attempt to comply with the kindergarten curriculum in multicultural kindergartens?

The results show that kindergarten staff often face dilemmas when parents’ cultural expectations collide with values in the Swedish kindergarten curriculum, such as equality, children’s rights and democracy. Examples of such dilemmas include parents who refuse to let boys participate in dress-up play or who oppose children’s involvement in decision-making. The results highlight the need for increased intercultural skills and reflection among staff to address challenges related to social sustainability in multicultural kindergartens.

The study uses a qualitative approach based on data from focus group interviews with 14 kindergarten coordinators from both private and public kindergartens in Sweden. The interviews lasted approximately 90 minutes and were analysed using a theoretical framework called ‘dilemmatic spaces’, which emphasises structural rather than individual challenges. Data were encoded and analysed using an abductive approach, where the researcher alternated between empirical data and theory to identify key themes and patterns.

Olsson, Å. (2023). Social Sustainability in Swedish Multicultural Preschools. Nordisk barnehageforskning, 20(3), 185–202.