Making differences and reflecting on diversities: embodied nationality among preschool children

This paper focuses on embodied practices in processes of nationalization among preschool children at the age of 6. It analyses how children define themselves and others, how they characterize and frame Finnishness through embodiment. The analysis is based on an ethnographic study in two preschool classes. It is argued that nationality works in a gendered way as a source of inclusion and exclusion in children's peer relations: those children who manage to perform Finnishness by continuously proving their cultural flexibility through 'proper' embodiment are included more fluently. The analysis suggests that, particularly in the context of Finland, where cultural diversity is only recently recognized, multiculturalism as a pedagogical framework is insufficient for the promotion of equality in education. Acknowledgements The research is a sub‐study of the research project 'Inclusion and Exclusion in Educational Processes', directed by Professor Elina Lahelma and funded by the University of Helsinki and the Academy of Finland. Notes 1. Finland gained its independence from the Soviet Union in 1917, and civil war erupted soon afterwards. The consequence was a severe cleavage between the winners and the defeated 'reds'. The developing institution of education was thereafter given the task of producing a homogeneous united nation (Gordon & Holland, Citation2003). 2. One characteristic of Finnish kindergartens is that they are named after objects in Finnish nature or after traditional cultural artefacts. 3. Yuval‐Davis (Citation2000) mentioned, as an example, the debate over whether the 'Anglo' and the Francophone Canadians should be members of the same nation. 4. All names are pseudonyms. 5. One popular Finnish kindergarten tradition consists of two children chosen to help the teacher during lunchtime every day. They are supposed to set the table, bring the meal in on a cart and tell the others what is served for a lunch.