‘I Am Not Angry in the Kindergarten!’ Interruptive Anger as Democratic Participation in Norwegian Kindergartens

Abstract

This article calls into question the idyllic picture of Norwegian kindergartens where harmonious and joyful interaction is the preferred and normal way to participate. If taking children's right to democratic participation and freedom of expression seriously, anger can also be seen as a legitimate way of participating. Conflicts of interest, contradictory perspectives and children's resistance to adjusting to settled conventions are understood as important aspects of democratic participation. Episodes from fieldwork indicate that children who communicate what they regard as disrespect or injustice through anger are more often considered to be aggressive children who need to modify their emotions than communicators presenting an important message. This response to anger can be seen as a limiting condition for children's democratic participation. Children in kindergarten get angry and so interrupt this understanding of how children are supposed to interact and participate. In relations among children, however, anger seems to be more accepted. Nevertheless, anger appears to present both a temporary threat to friendship and the possibility of being heard.