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.

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.

ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet. AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?

ResuméMed reformen af pædagoguddannelsen i 2014 blev der oprettet en skole- og fritidsspecialisering, som dækker pædagogens arbejde med aldersgruppen 6-18 år inden for skole, SFO, klub og ungdomsklub. Eftersom specialiseringen, der ifølge bekendtgørelse og studieordninger (bl.a.) skal baseres på videnskab og forskning, kun har eksisteret i fem år, mangler der i skrivende stund en kortlægning af dens forskningsbaserede vidensgrundlag. Formålet med artiklen er at præsentere resultaterne af det review vi har foretaget af den forskningsbaserede litteratur, der findes om pædagogers arbejde på feltet for skole- og fritidspædagogik. I artiklens analyse sætter vi fokus på særligt to fund. Først peger vi på, at forskning omkring skolereformen 2014 og i relation hertil, pædagogers samarbejde med lærere, er dominerende pædagogiske tematikker i litteraturen. For det andet finder vi, at især klubområdet er underrepræsenteret som undersøgt professionsfelt i litteraturen. Vi diskuterer afslutningsvist, hvilke vidensmæssige implikationer sådanne fund har for uddannelse, praksis og forskning på feltet for skole- og fritidspædagogik i Danmark. AbstractThrough knowledge, school- and leisure pedagogy must be built.A review and critical analysis of research-based literature in the field of school- and leisure pedagogy in DenmarkWith the reform of the pedagogue education in 2014, a school- and leisure specialization was established. The purpose of the article is to present the results of a review we have made of the research-based literature in the field of school- and leisure pedagogy. In the article's analysis, we focus on two findings. First, we point out that research on the school reform in 2014 and in relation to this, the pedagogue’s cooperation with teachers, are dominant pedagogical themes in the literature. Secondly, we find that research on pedagogical work in youth clubs is under-represented in the literature. In the conclusion, we discuss what implications the findings have for education, practice and research in the field of school- and leisure pedagogy in Denmark.