Annica KälleboPhD student
About me
I am a doctoral candidate at the Department of Education with research interests in international and comparative early childhood education (ECE) studies.
The dissertation centers around how early childhood education as an educational level can be compared across diverse systems. It addresses methodological questions that encompass epistemological, ontological, and axiological issues through the exploratory examination of Bangladesh and Sweden as most-different systems, to determine the scope and applicability of a relational, ethnographic comparative lens from the standpoint of the child.
The project aims to contribute to developing exploratory methodologies for cross-national and cross-subnational comparisons of ECE systems and practices.
Prior to the dissertation project I have worked as a licensed preschool teacher and preschool teacher educator at Stockholm University and, as visiting faculty at the Bangladesh Institute for Lifelong Learning (BILL) in Dhaka.
Serving as Vice President of the Nordic Comparative and International Education Society (NOCIES) for the term 2024-2025: https://nocies.org/executive-committee
Teaching
Introduction to Educational Research Methods (15hp)
Att studera barnets rättigheter: metodologiska och etiska aspekter (7,5hp)
Early Childhood Education: Explorative Learning (7,5hp)
Förskoledidaktik med inriktning mot språk och kommunikation (22,5hp)
Barns uppväxtvillkor och etiska möten i förskolan (7,5hp)
Verksamhetsförlagd utbildning (I-IIII)
Research
The project aims to explore the emergence of Early Childhood Education (ECE) in Bangladesh through a comparative methodology. The emergence of ECE, the so-called Early Childhood Education Mainstreaming, is a transformative social phenomenon that involves social, cultural, and economic shifts and the thesis aims to explore phenomena visible in this transformation.
Through the compilation thesis, the project will partly explore an opposite global pedagogical trend, where low-income countries such as Bangladesh as part of South Asia, move from formal curriculum delivery to play-based learning and compare with the Swedish movements from play-based learning to more formal learning and curriculum delivery.
Furthermore, the thesis will explore the methodological challenges emerging in the meeting between two research disciplines, namely early childhood pedagogy and international and comparative studies, where the unique conditions of early childhood education in today's research landscape is yet to find its’ place.
