ABSTRACT This article provides a meta-analysis of what characterises existing ethnographic research on gender and class in the context of Nordic early childhood education. The encompasses research on education and gender or social class in the Nordic countries published in Nordic and non-Nordic scientific journals as well PhD theses published in the Nordic countries. The analysis suggests that even though Nordic countries have a reputation for being ‘role model countries’ in terms of equality and social justice, gender and especially social class have rarely been explicitly the focus of ethnographic research in the context of early childhood educational research. In terms of methodology, many of these studies make use of post-qualitative approaches to research, whereas fieldwork practices have been guided by the spirit of interactionism.

中文翻译：

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北欧幼儿教育民族志中的性别和社会阶层-荟萃分析

摘要本文对北欧早期儿童教育背景下有关性别和阶级的现有民族志研究的特征进行了荟萃分析。其中包括在北欧和非北欧科学期刊上发表的有关北欧国家教育，性别或社会阶层的研究，以及在北欧国家发表的博士学位论文。分析表明，尽管北欧国家在平等和社会正义方面享有“角色榜样国家”的美誉，但在幼儿教育研究的背景下，性别特别是社会阶层很少明确成为民族志研究的重点。在方法论方面，许多研究利用定性后的方法进行研究，而实地考察实践则受到互动主义精神的指导。