Cultural Complexity and Border Markers in Norwegian Kindergartens

Abstract

This article has analysed practices towards and views on cultural diversity by staff in two Norwegian kindergartens. The article has focused on food traditions both among minorities and the Norwegian majority that serve as border markers and are used in differentiating processes among the staff. The analysis found concurrent processes towards cultural homogenisation and increased diversity and experienced that staff members are in the process of developing a perception about minority children that is complex, shifting and intersecting, rather than a straightforward perception based solely on minority status. However, the study also identified a tendency operating in parallel where, even though the ideal goal is equality in results, the outcome in practice is often a majority‐based equality practice that leaves little room for difference.