Thinking through the lens of dialogical self, <i>I</i> positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework

In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 2022. This paper examines how national reform Early Childhood Education (ECE) perceived by Hungarian kindergarten pedagogues, who are largest ethnic minority group Vojvodina, Serbia. To consider possible impact this has on both pedagogues and children research aims were explore, increase scholarly awareness of, potential issues facing their understanding new approach. Narratives working age collected. illuminate different understandings, we propose apply dialogical self, I positions intersectionality as fruitful approach for analysing personal cultural positioning. Findings show uncertainty, resistance, sentient ways educators interpret programme. also demonstrated many applied reflexive method professional practice that remained unchanged decades. It context, interactions between selves, intersection cultures contribute positions, storylines, cumulatively resulting they Our recommendation is further opportunities need be developed advance pedagogues’ competencies deal change.