Dialogue about “learning” across the Northern Norway-Russia border

This paper is the first in a series of three studies that explore pedagogy used Norwegian and Russian early childhood settings by examining texts are part syllabus two teacher education programs participated our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion dialogue relates to concept ‘learning’ context educations Northern Norway Russia. data sources textbooks as syllabi for kindergarten those countries. These national dialogues understood authoritative discourses on concepts learning which students both countries have relate. By being inspired dialogue, we consider ideas areas dialogic relationship they parts regulating battle between centrifugal centripetal forces. A constructivist perspective division process into subject, knowledge identified forces learning. Activities, tools, role adults Based hypothetical premise influence practices practice may unfold describe, created discussions educators these provides better insight premises about across borders can be useful internalization exchange different