Makt i samhandlendeledelsespraksiser i norskebarnehager

In Norwegian kindergartens, responsibility, knowledge and meaning are shaped and negotiated in social practice. A practice perspective on pedagogical leadership provides an analytical basis for examining how power is embedded in and shapes such processes. Pedagogical leadership and power emerge as intertwined phenomena within collective interactions and micro-practices at the room-level. Power is expressed subtly, through bodily expressions, language and materiality and explicitly through staff initiatives and responsibilities. Findings are discussed considering relevant theoretical perspectives, guided by the research question: how does power unfold through staff co-productive activities that contribute to shaping pedagogical leadership at the room-level in Norwegian kindergartens?