ResuméUndersøgelsesspørgsmålet for denne artikel er: Hvilke rum og roller skaber paedagoger i spaendingsfeltet mellem kvalifikation og inklusion i kølvandet på folkeskolereformen fra 2014? Med afsaet i etnografiske undersøgelser foretaget på to danske folkeskoler, analyserer artiklen paedagogers arbejde i den danske folkeskole efter folkeskolereformen i 2014. Analysen udfoldes gennem en undersøgelse af relationen mellem rum og paedagogik. I de empiriske data, som analysen bygger på, fremstår netop rum som vaesentlig markør i forhold til de former for paedagogik, der konstituerer sig. Skolereformen åbner op for, at paedagoger inviteres ind i nye rum. Disse rum er domineret af en politisk og samfundsmaessig dagsorden om højere akademisk kvalitet og effektiv kvalifikation i skolen. I paedagogisk praksis støder denne dagsorden sammen med ambitionen om inkluderende laeringsmiljøer. Mødet mellem kvalifikation og inklusion udgør et paradoks og spaendingsfelt, som påvirker paedagogens praksis.Nøgleord: Folkeskolen; fritidspaedagogik; rum; roller; etnografisk feltarbejde AbstractThe research question in this article is: What spaces and roles do pedagogues create in the tension between qualification and inclusion after the school reform in Denmark in 2014? Based on ethnographic studies carried out in two Danish Primary Schools, the article focuses on the work of pedagogues in the Danish Primary school after a school reform in 2014. The analysis unfolds through a study of the relationship between space and pedagogy. In the empirical data on which the analysis is based, space appears as a significant marker in the various types of pedagogy that is constituted. With the school reform pedagogues are invited into new spaces. These spaces are dominated by a political and societal agenda focusing on efficiency and qualification in school. In the daily practice this agenda collides with the ambition of inclusive learning environments. The encounter between qualification and inclusion represents a paradox that affects the daily work of the pedagogues.

This article analyzes the work of pedagogues in the Danish Primary School and Leisuretime Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial, and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological theories our analysis suggests a new concept: timeagogy. Timeagogy is a rising phenomenon deriving from the tense relationship between societal acceleration and renewed pedagogical demands on the one hand, and the pedagogue’s subjective practices on the other.

The basis of this article is an extensive review of research literature on leisure-time pedagogy in Denmark and Sweden. 68 Danish and 71 Swedish publications were included. The aim of this article is two-fold. First, we compare the findings and point out the dominating themes in the literature. Secondly, we want to discuss the themes in a power perspective, reflecting on what they could imply for existing and future leisure-time pedagogy as well as its position in both the scientific and educational field. In the analysis, we demonstrate that both countries have a strong focus on children aged 6-10 in primary school and leisure-time centers. Where Danish research focuses on collaboration between teachers and pedagogues, Swedish research concentrates on the professional identity of leisure-time teachers. Based on theoretical discussions, inspired by Pierre Bourdieu and Gert Biesta, we discuss power structures and prevaling themes in the pool of publications, and finally we conclude that both countries' general research foci can be understood as representations of a qualification domain.

This article is about shadow education in Denmark. Based on qualitative interview data with families that purchase private supplementary tutoring, we analyse how this tutoring is related to child-rearing strategies in the families. With theoretical inspiration from Annette Lareau, we analyse the parents’ involvement in their children’s education as aspects of concerted cultivation. With the concept parentocracy, we shed light on the role parents’ wealth and wishes play in their children’s educational life. Finally, we look to contemporary educational youth research and the concept performance culture, to address implications such as stress, pressure, competitiveness, and a strong focus on grades among students in Danish upper secondary education.

This article is about conflicting cultures among urban youth in a medium-sized Danish town called Lomby. At the central squares in Lomby different groups of children and young people gather around the newly established skater facility. Concentrating on a specific group of young boys, the pseudo-gang called the Thugz, the article illustrates how conflictual behaviour is a key component in the everyday lives of the various confronting groups present at the site. The analysis also depicts the Thugz' attitudes towards authorities like the SSP (a special Social Services, School and Police unit) and the police and in the summarizing part of the article, also the groups' reflections on school.