The convivial concealment of religion: Navigating religious diversity during meals in early childhood education – A Norwegian case

References

• Ammerman, N. T. 2007. Everyday Religion: Observing Modern Religious Lives. Oxford: Oxford University Press.
   Google Scholar
• Ammerman, N. T. 2020. “Rethinking Religion: Toward a Practice Approach.” The American Journal of Sociology 126 (1): 6–51. doi:10.1086/709779.
   Web of Science ®Google Scholar
• Andreassen, B.-O., and E. Marie Øvrebø. 2017. Religiøse spiseforskrifter i barnehagen. En kvalitativ undersøkelse om barnehagers strategier for tilpasning i møte med islamske spiseforskrifter. Oslo: Nordisk barnehageforskning.
   Google Scholar
• Areljung, S., and J. Kelly-Ware. 2017. “Navigating the Risky Terrain of Children’s Working Theories.” Early Years (London, England) 37 (4): 370–385. doi:10.1080/09575146.2016.1191441.
   Web of Science ®Google Scholar
• Aslan, E. 2020. Migration, Religion and Early Childhood Education, Wiener Beiträge Zur Islamforschung. Wiesbaden: Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH.
   Google Scholar
• Berglund, J. 2014. “An Ethnographic Eye on Religion in Everyday Life.” British Journal of Religious Education 36 (1): 39–52. doi:10.1080/01416200.2013.820167.
   Web of Science ®Google Scholar
• Boelskov, J. 2015. “It Ain’t Necessarily So. A Danish Perspective on the Training of Teaching (Inter)religious Competencies within the Teaching of (Inter)cultural Competencies.” In Kulturell und religiös sensibel? Interreligiöse und Interkulturelle Kompetenz in der Ausbildung für den Elementarbereich, edited by F. Schweitzer and A. Biesinger, 109–124. Münster/New York: Waxmann.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Brown, R. 2016. “How Gelatin Becomes an Essential Symbol of Muslim Identity: Food Practice as a Lens into the Study of Religion and Migration.” Religious Studies and Theology 35 (2): 185–205. doi:10.1558/rsth.32558.
   Google Scholar
• Brown, R. 2017. “Bread beyond Borders: Food as a Lens into Tweed’s Theory of Religion.” Bulletin for the Study of Religion 46 (2): 9–17. doi:10.1558/bsor.32260.
   Google Scholar
• Corsaro, W. A. 2017. The Sociology of Childhood. 5th ed. Los Angeles: Sage.
   Google Scholar
• Directorate for Education and Training, 2017. ”Framework Plan for Kindergartens, contents and tasks”. https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf
   Google Scholar
• Douglas, M. 1972. “Deciphering a Meal.” Daedalus (Cambridge, Mass.) 101 (1): 61–81.
   Google Scholar
• Dubiski, K., I. Maull, and F. Schweitzer. 2012. “How Many Gods in Heaven? Young Children and Religious Plurality — Results of a Qualitative Study.” Jet 8 (1): 99–122. doi:10.1163/157092512X642989.
   Google Scholar
• Fauske, R. H. 2012. “Bruken av religiøse forteljingar i barnehagen. Norsk tradisjon og manglande fleirreligiøsitet.” Prismet 2012 (1): 35–57.
   Google Scholar
• Flewitt, R. 2005. “Conducting Research with Young Children: Some Ethical Considerations.” Early Child Development and Care 175 (6): 553–565. doi:10.1080/03004430500131338.
   Google Scholar
• Friberg, J. H. 2021. “Who Wants to Be Norwegian - Who Gets to Be Norwegian? Identificational Assimilation and non-recognition among Immigrant Origin Youth in Norway.” Ethnic and Racial Studies 44 (16): 21–43. doi:10.1080/01419870.2020.1857813.
   Web of Science ®Google Scholar
• Furseth, I., L. Kühle, K. Lundby, and M. Lövheim. 2019. “Religious Complexity in Nordic Public Spheres.” Nordic Journal of Religion and Society 32 (1): 71–90. doi:10.18261/.1890-7008-2019-01-05.
   Web of Science ®Google Scholar
• Giæver, K. 2019. “Å gi rom for muslimske barns utprøving av faste i barnehagen.” Prismet 70 (4): 311–326. doi:10.5617/pri.7508.
   Google Scholar
• Giæver, K. 2020. “Tilgang til fellesskap i den flerkulturelle barnehagen.” BARN - Forskning om barn og barndom i Norden 38 (2): 43–55. doi:10.5324/barn.v38i2.3705.
   Google Scholar
• Gilroy, P. 2004. After Empire: Melancholia or Convivial Culture? London: Routledge.
   Google Scholar
• Graham, A., M. Ann Powell, and J. Truscott. 2016. “Exploring the Nexus between Participatory Methods and Ethics in Early Childhood Research.” Australasian Journal of Early Childhood 41 (1): 82–89. doi:10.1177/183693911604100111.
   Web of Science ®Google Scholar
• Graue, M. E., and J. W. Daniel. 1998. Studying Children in Context: Theories, Methods, and Ethics. Thousand Oaks: SAGE Publications.
   Google Scholar
• Gulløv, E. 2003. Feltarbejde blandt børn: Metodologi og etik i etnografisk børneforskning. Edited by Susanne Højlund. Carpe ed. København: Gyldendal.
   Google Scholar
• Hammersley, M. 2007. Ethnography: Principles in Practice. Edited by Paul Atkinson. 3rd ed. London: Routledge.
   Google Scholar
• Harvey, G. 2015. “Respectfully Eating or Not Eating: Putting Food at the Centre of Religious Studies.” Scripta Instituti Donneriani Aboensis 26: 32–46. doi:10.30674/scripta.67445.
   Google Scholar
• Hedges, H. 2011. “Connecting ‘Snippets of Knowledge’: Teachers’ Understandings of the Concept of Working Theories.” Early Years (London, England) 31 (3): 271–284. doi:10.1080/09575146.2011.606206.
   Google Scholar
• Hedges, H. 2014. “Young Children’s ‘Working Theories’: Building and Connecting Understandings.” Journal of Early Childhood Research: ECR 12 (1): 35–49. doi:10.1177/1476718X13515417.
   Google Scholar
• Hedges, H., and M. Cooper. 2016. “Inquiring Minds: Theorizing Children’s Interests.” Journal of Curriculum Studies 48 (3): 303–322. doi:10.1080/00220272.2015.1109711.
   Web of Science ®Google Scholar
• Hidle, K.-M. W., and K. Krogstad. 2015. “Er det mange måter å være norsk på? - En empirisk studie av arbeid med minoritetsreligioner i religiøst mangfoldige barnehager.” Prismet 66 (3): 155–167.
   Google Scholar
• Kjærnes, U. 2001. Eating Patterns: A Day in the Lives of Nordic Peoples. Lysaker: National Instititute for Consumer Research.
   Google Scholar
• Krogstad, K. 2016. “The Multicultural and multi-religious Norwegian Kindergarten.” Journal of Religious Education 64 (1): 1–13. doi:10.1007/s40839-016-0024-2.
   Google Scholar
• Krogstad, K. 2017. ”Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study.” Vol. 16. Nordisk Barnehageforskning. doi:10.7577/nbf.2158.
   Google Scholar
• Krogstad, K., and K.-M. Walmann Hidle. 2015. “Høytidsmarkering i religiøst mangfoldige barnehager.” Nordisk barnehageforskning 9. doi:10.7577/nbf.1007.
   Google Scholar
• Kromidas, M. 2020. “Learning Hierarchy and Displacing Conviviality: Time and Subjectivity in the Neoliberal Kindergarten.” Pedagogy, Culture & Society 1–20. doi:10.1080/14681366.2020.1817972.
   Web of Science ®Google Scholar
• Kuusisto, A., and S. Lamminmäki-Vartia. 2012. “Moral Foundation of the Kindergarten Teacher’s Educational Approach: Self-Reflection Facilitated Educator Response to Pluralism in Educational Context.” Education Research International 2012: 303565. doi:10.1155/2012/303565.
   Google Scholar
• Kuusisto, A., S. Poulter, and H. Harju-Luukkainen. 2021. “Worldviews and National Values in Swedish, Norwegian and Finnish Early Childhood Education and Care Curricula.” International Research in Early Childhood Education 41.
   Google Scholar
• Lauritsen, K. 2013. “Cultural Complexity and Border Markers in Norwegian Kindergartens.” Children & Society 27 (5): 350–360. doi:10.1111/j.1099-0860.2011.00414.x.
   Web of Science ®Google Scholar
• Lauritsen, K. 2014. “Strategies in ‘Cross-Cultural’ Dealings – Rejecting or Highlighting the Matter of Origin.” In Origins: A Sustainable Concept in Education, edited by F. Dervin and H. Ragnarsdóttir, 3–17. Rotterdam: SensePublishers.
   Google Scholar
• Mortari, L., and D. Harcourt. 2012. “‘Living’ Ethical Dilemmas for Researchers When Researching with Children.” International Journal of Early Years Education 20 (3): 234–243. doi:10.1080/09669760.2012.715409.
   Google Scholar
• Olav, H., and H. K. Sødal. 2022. “Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC.” Religions 13 (3). doi:10.3390/rel13030202.
   PubMed Web of Science ®Google Scholar
• Puskás, T., and A. Andersson. 2017. ““Why Do We Celebrate … ?” Filling Traditions with Meaning in an Ethnically Diverse Swedish Preschool.” International Journal of Early Childhood 49 (1): 21–37. doi:10.1007/s13158-017-0182-8.
   Google Scholar
• Puskás, T., and A. Andersson. 2018. “Preschool Teachers as Keepers of Traditions and Agents of Change.” Early Years (London, England) 1–12. doi:10.1080/09575146.2018.1515892.
   Web of Science ®Google Scholar
• Puskás, T., and A. Andersson. 2019. “Keeping Education Non-Confessional while Teaching Children about Religion.” Religion & Education 46 (3): 382–399. doi:10.1080/15507394.2019.1590940.
   Web of Science ®Google Scholar
• Reimers, E. 2020. “Secularism and Religious Traditions in non-confessional Swedish Preschools: Entanglements of Religion and Cultural Heritage.” British Journal of Religious Education 42 (3): 275–284. doi:10.1080/01416200.2019.1569501.
   Web of Science ®Google Scholar
• Schirilla, N. 2020. “Integration Migration and Islam as a Challenge for Early Childhood Education.” In Migration, Religion and Early Childhood Education, edited by E. Aslan, 23–32. Wiesbaden: Springer Fachmedien Wiesbaden.
   Google Scholar
• Statistics Norway. 2022. “Den norske kirke.” Statistics Norway.
   Google Scholar
• Stier, J., and M. Sandström. 2020. “Managing the Symbolic Power of Halal Meat in Swedish Preschools: A ‘Food for Thought’ in Discussions on Diversity.” Intercultural Communication 52: 92–106.
   Google Scholar
• Stockinger, H. 2022. “Childhood Research on (Religious) Diversity - Methodological Issues with a Focus on Ethnography.” In The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care, edited by A. Kuusisto, 167–177, London: Taylor & Francis Group.
   Google Scholar
• Timmermans, S., and I. Tavory. 2012. “Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis.” Sociological Theory 30 (3): 167–186. doi:10.1177/0735275112457914.
   Web of Science ®Google Scholar
• Toft, A., and K. Toft Rosland. 2014. “Barnehager og høytidsmarkering En gjennomgang og diskusjon av begrunnelser knyttet til manglende markering av ikke-kristne høytider.” Prismet 4. doi:10.5617/pri.5595.
   Google Scholar
• Treiman, R., L. Hompluem, J. Gordon, K. Decker, and L. Markson. 2016. “Young Children’s Knowledge of the Symbolic Nature of Writing.” Child Development 87 (2): 583–592. doi:10.1111/cdev.12478.
   PubMed Web of Science ®Google Scholar
• Wise, A., and G. Noble. 2016. “Convivialities: An Orientation.” Journal of Intercultural Studies 37 (5): 423–431. doi:10.1080/07256868.2016.1213786.
   Web of Science ®Google Scholar
• Yin, Robert K. Case study research : design and methods 4th ed. Vol 5 Applied social research methods series. Thousand Oaks, Calif: Sage.
   Google Scholar