20 days of Christmas

Literature related to the poster and development of the paper "20 days of Christmas. Children's navigation of belonging to a cultural minority in Kindergarten". 

Berry, J. W. (1997). Immigration, Acculturation, and Adaptation. Applied Psychology, 46(1), 5-34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x

Berry, J., & Sam, D. (2016). Theoretical perspectives. In D. Sam & J. Berry (Eds.), The Cambridge Handbook of Acculturation Psychology (Cambridge Handbooks in Psychology, pp. 11-29). Cambridge: Cambridge University Press. doi:10.1017/CBO9781316219218.003

Coser, L. (1956): The Functions of Social Conflict. New York: The Free Press

Directorate for Education and Training (2017): "Framework Plan for Kindergartens" https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf

Fauske, R.H. (2012): Bruken av religiøse forteljingar i barnehagen. Norsk tradisjon og manglande fleirreligiøsitet. Prismet, (1), 35-57.

Gilroy, P. (2004). After empire: melancholia or convivial culture? : Routledge.

Giæver, K. (2020). Tilgang til fellesskap i den flerkulturelle barnehagen. Barn (Trondheim, Norway), 38(2), 43-55.

Graue, E. M., & Walsh, D. J. (1998). Studying children in context: Theories, methods and ethics. Thousand Oaks: Sage.

Hidle, K-M.W. og Krogstad, K. (2017). Er det mange måter å være norsk på? En empirisk studie av arbeid med minoritetsreligioner i religiøst mangfoldige barnehager. Prismet, (3), Prismet, 2017-03-01 (3).

Johansson, E. (2012). Læringskulturer i spenningsfeltet mellom "vi og de andre". I T. Vist, & M. Alvestad (Red.),Læringskulturer i barnehagen (s. 261 -288). Oslo: Cappelen Damm

Klassen, P. E., & Scheer, M. (2019). The Public Work of Christmas. McGill-Queen's University Press. 

Krogstad, K. & Hidle, K-M.W. (2015): Høytidsmarkering i religiøst mangfoldige barnehager. Nordisk Barnehageforskning, 9(6), 1-17

Oppedal, B., & Toppelberg, C. (2016). Acculturation developmentand the acquisition of culture competence. In In D. Sam & J. Berry (Eds.), The Cambridge Handbook of Acculturation Psychology (Cambridge Handbooks in Psychology, pp. 11-29). (pp. 71-92). doi:10.1017/CBO9781316219218.006

Palludan, C. (2012). Utilsigtet forskelsbehandling af etniske minoritetsbørn. I K. Poulsgard, & U.Liberg, Forskning i pædagogisk praksis (s. 70 - 93). København: Akademisk Forlag.

Puskás, Tünde, & Andersson, Anita. (2017). "Why Do We Celebrate ...?" Filling Traditions with Meaning in an Ethnically Diverse Swedish Preschool. International Journal of Early Childhood, 49(1), 21-37.

Puskás, Tünde, & Andersson, Anita. (2018). Preschool teachers as keepers of traditions and agents of change. Early Years (London, England), 1-12.

Puskás, Tünde, & Andersson, Anita. (2019). Keeping Education Non-Confessional While Teaching Children about Religion. Religion & Education, 46(3), 382-399.

Rosland, K.T. & Toft, A. (2013). Markering av minoriteters høytider i barnehagen. En undersøkelse av forholdet mellom rammeplan og praksis. I I. Pareliussen, B.B. Moen, A. Reinertsen & T. Solhaug, FoU i praksis 2012 conference proceedings (s. 216-223). Trondheim: Akademika forlag.

Vassenden, A. 2011. Hvorfor en sosiologi om norskhet må holde norskheter fra hverandre. Sosiologi i dag 41(3-4): 156-182.

Vedder, P., & Motti-Stefanidi, F. (n.d.). Children, families and schools. In (pp. 464-482). doi:10.1017/CBO9781316219218.027