Aldri uten etikk - diffraktive prosesser om etikk i barnehagen

Initially I start by expressing my concerns regarding the potential effects of the implementation and expanding use of pedagogical quality programs in Norwegian Early Childhood Education Institutions. However, throughout this master thesis I wanted to expand my knowledge about how professionals in Early Childhood Education Institutions think about the ethical aspect of their profession. What kind of knowledge production processes could be initiated through collective dialogues about ethics in Early Childhood Education Institutions? I desired to produce a thesis that could influence or inspire ethical thinking in both education, and in Early Childhood Education Institutions. Due to an intrusive experience I had regarding a sound recorder in the beginning of my research process, I became curious; Could Barads` agential realism expand or be a part of my thesis? Was it possible to mix both Levinas and Barad when thinking about ethics and ethical practices in Early Childhood Education Institutions? This is an auto-ethnographically written thesis describing a knowledge production process/diffraction about ethics and ethical practices in Early Childhood Education Institutions. Can ethics be an important focus for all human beings, in and as part of the world, now and in the future