Rendering Sameness and Difference Pedagogical : Care for Kindergarten Pupils in a Stigmatized Swiss Suburb
Children enter educational institutions in very different generational and social entanglements: as being not only the children of their parents but also as a new generation of future citizens and a cohort of individual learners (endowed with promises of success regardless of their origin) in a particular geopolitical time and place (Alanen and Mayall 2001; Kertzer 1983).¹ This also holds true for the children who attended the Kindergarten Wiesengrund in Mühlekon, a Swiss suburban neighborhood: just beginning their pedagogically institutionalized careers at the age of four, they are already differentiated and grouped in highly complex ways. Paradoxically, a lot of...