In this article-based dissertation, I have investigated how Norwegian early childcare institutions function as inclusion arenas for parents with refugee backgrounds and the leadership’s responsibility in this matter. Previous research has illustrated a lack of, among other things, multicultural competence in Norwegian educational institutions and a lack of research on leadership and parent cooperation in culturally diverse early childcare settings. Thus, more knowledge on the interaction between management, staff, and parents, their recognition of parents with refugee backgrounds, the leadership’s support of staff in cooperation with parents, and the leadership of multicultural professional development, is imperative. The study provides new knowledge in these areas.
