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Ketonen Laura Children Tell About Skin Color – Small Stories from Namibia and Finland

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Ketonen Laura Children Tell About Skin Color – Small Stories from Namibia and Finland KETONEN LAURA CHILDREN TELL ABOUT SKIN COLOR – SMALL STORIES FROM NAMIBIA AND FINLAND Master's Thesis in Education FACULTY OF EDUCATION Varhaiskasvatuksen koulutus 2015 Kasvatustieteiden tiedekunta Tiivistelmä opinnäytetyöstä Faculty of Education Thesis abstract Degree Programme in Education Tekijä/Author Varhaiskasvatuksen koulutus Ketonen, Laura Työn nimi/Title of thesis CHILDREN TELL ABOUT SKIN COLOR – SMALL STORIES FROM NAMIBIA AND FINLAND Pääaine/Major subject Työn laji/Type of thesis Aika/Year Sivumäärä/No. of pages Education Master's Thesis November 2015 94 + 2 Tiivistelmä/Abstract The aim of this research is to find out what kind of perceptions Namibian and Finnish children have on skin color. Previous research indicates that children actively use skin color –related vocabulary and are able to see differences amongst themselves. They are also aware of the power and meanings attached to different skin colors. I hope this research can offer early childhood educators and other people working with children new ideas and practical examples on how to discuss the topic with children. The research question is: what do Namibian and Finnish children tell about skin color? The foundation of the research lays on an interdisciplinary approach, which combines elements from cross-cultural and narrative research as well as childhood research. Two theoretical approaches, post-colonial theory and Critical Race Theory (CRT), form the theoretical framework for this research. The research data consists of 59 short, semi- structured interviews of 5-6-year old children from Namibia and Finland. The interviews were partly based on pictures and storytelling. The data was analyzed inductively but theory-guided using modified content analysis. Part of the data was examined closer with a narrative approach to produce re-told small stories which were then examined together with the whole data by the means of dialogical re-telling. The results indicate that children talk about skin color if they are given the opportunity to do it. Finnish chil- dren in this research used more color-related vocabulary than Namibian children. Finnish children also linked together skin color, language and nationality, especially Finnishness with whiteness and non- whiteness with foreign language. Children from both countries expressed colorblind views in their answers. They also talked about skin color -related beauty conceptions. Stories about skin color -based discrimination were told by both Namibians and Finns, but Namibian children were more open than the Finnish children to the possibility to be friends with a child whose skin color was different from their own. Practical conclusions of the research emphasize the educators’ ability to recognize the possible unequal stuctures and discriminat- ing practices of the daycare environment and the courage to talk about skin color -related issues with chil- dren. Read-aloud situations, Storycrafting and picture-based conversations would be good starting points for the discussions with the children. Asiasanat/Keywords Early Childhood Education, skin color, post-colonialism, Critical Race Theory Kasvatustieteiden tiedekunta Tiivistelmä opinnäytetyöstä Varhaiskasvatuksen koulutus Tekijä Ketonen, Laura Työn nimi CHILDREN TELL ABOUT SKIN COLOR - SMALL STORIES FROM NAMIBIA AND FINLAND Pääaine Työn laji Aika Sivumäärä Kasvatustiede Pro gradu -tutkielma Marraskuu 2014 94+2 Tiivistelmä Tutkimuksen tarkoituksena on selvittää, millaisia käsityksiä namibialaisilla ja suomalaisilla lapsilla on ihonväristä. Aikaisempi tutkimus osoittaa, että lapset käyttävät aktiivisesti ihonväriin liittyvää sanastoa ja kykenevät ihonväriin liittyviin erontekoihin. Lapset myös tiedostavat eri ihonväreihin liitettyjä merkityksiä ja valta-asetelmia. Toivon, että tutkimus tarjoaa varhaiskasvattajille ja muille lasten kanssa työskenteleville henkilöille uusia näkökulmia ja käytännön sovellutuksia siihen, miten aihetta voi lasten kanssa käsitellä. Tutkimuskysymys on: mitä namibialaiset ja suomalaiset lapset kertovat ihonväristä? Työn lähtökohtana on monitieteinen lähestymistapa, jossa yhdistyy elementtejä kulttuurienvälisestä-, narratiivisesta- sekä lapsitutkimuksesta. Teoreettisen viitekehyksen muodostavat jälkikoloniaalinen teoria (post-colonial theory) ja kriittinen rotuteoria (Critical Race Theory, CRT). Tutkimusaineisto koostuu 59 lyhyehköstä, puolistrukturoidusta haastattelusta, joissa haastateltiin 5–6-vuotiaita lapsia Namibiasta ja Suomesta. Haastattelut perustuivat osittain kuvien pohjalta tapahtuvaan tarinankerrontaan. Aineiston analyysitapa oli induktiivinen mutta teoriaohjaava ja analyysin pohjana käytettiin muokattua sisällönanalyysiä. Osa aineistosta otettiin yksityiskohtaisempaan tarkasteluun ja siitä tuotettiin narratiivisin menetelmin uudelleenkerrottuja pieniä tarinoita (small stories), joita tarkasteltiin suhteessa koko aineistoon dialogisen uudelleenkerronnan keinoin. Tutkimustulosten perusteella näyttää siltä, että lapset puhuvat ihonväristä, jos heille annetaan siihen mahdol- lisuus. Suomalaiset lapset käyttivät tässä tutkimuksessa enemmän ihonväriin liittyvä sanastoa, kuin Namibia- laiset lapset. Suomalaiset lapset myös liittivät toisiinsa ihonvärin, kielen ja kansallisuuden, erityisesti vaalean ihonvärin ja suomalaisuuden sekä tumman ihonvärin ja vieraskielisyyden. Sekä namibialais- että suomalais- lasten vastauksissa oli havaittavissa värisokeita (colorblind) näkökulmia. Lapset myös puhuivat ihonväriin liittyvistä kauneusihanteista. Sekä namibialaisten että suomalaisten lasten haastatteluissa esiintyi tarinoita ihonväriin liittyvästä syrjinnästä, mutta namibialaiset lapset olivat suomalaislapsia avoimempia ajatukselle ystävyydestä sellaisen lapsen kanssa, jonka ihonväri poikkeaa lapsen omasta ihonväristä. Tutkimuksen johto- päätöksissä painottuu kasvattajan kyky tunnistaa varhaiskasvatusympäristön epätasa-arvoisia rakenteita ja syrjiviä käytänteitä sekä rohkeus keskustella lasten kanssa ihonväriin liittyvistä asioista. Yhteiset satuhetket, sadutus ja kuviin pohjautuvat keskustelut ovat hyviä lähtökohtia aiheen käsittelyyn lasten kanssa. Asiasanat varhaiskasvatus, ihonväri, jälkikoloniaalinen teoria, kriittinen rotuteoria Contents 1 INTRODUCTION .................................................................................................................................. 1 1.1 A Brief literature review on children’s peer-relations, skin color, “race” and ethnicity ...................... 2 1.2 Researcher’s position ........................................................................................................................... 4 2 THEORETICAL FRAMEWORK ...................................................................................................... 10 2.1 Defining the central concepts of this research ................................................................................... 12 2.2 Post-colonial perspectives .................................................................................................................. 17 2.3 The Spirit of Critical Race Theory (CRT) ......................................................................................... 20 3 COUNTRY PROFILES: NAMIBIA AND FINLAND ...................................................................... 23 3.1 Historical and present connections between Namibia and Finland .................................................... 23 3.2 Equality in past and present-day Namibia ......................................................................................... 24 3.2.1 Namibia’s colonial years and apartheid .................................................................................. 25 3.2.2 Skin color, race and ethnicity in Namibia ................................................................................ 26 3.2.3 Early Childhood Development (ECD) in Namibia ................................................................... 28 3.3 Equality in present-day Finland ......................................................................................................... 30 3.3.1 Skin color, race and ethnicity in Finland ................................................................................. 31 3.3.2 Early Childhood Education and Care (ECEC) in Finland....................................................... 32 4 RESEARCH QUESTION AND RESEARCH DESIGN ................................................................... 34 4.1 The research question ........................................................................................................................ 34 4.2 The research design............................................................................................................................ 34 4.2.1 Cross-cultural research ............................................................................................................ 35 4.2.2 Narrative research with children ............................................................................................. 36 4.2.3 Using visual tools in the research ............................................................................................ 39 5 PRACTICAL REALIZATIONS OF THE RESEARCH .................................................................. 41 5.1 Data collection ................................................................................................................................... 41 5.1.1 The research process in Namibia ............................................................................................. 42 5.1.2
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