Kunskapsmöjligheter i svenska fritidshem

Abstract

This article discusses how the Swedish afterschool settings can be understood as a pedagogic practice. Interviews and field observations with teachers and children were analyzed from a discursive and network perspective. The teachers articulated a discourse about a professional competence to control the organization of the activities in relation to ideals and practical conditions. In practice, however, the children negotiated, challenged and developed the activities in ways that went beyond what was planned and possible to articulate, evaluate and control. The article proposes a pedagogy for the afterschool setting that is built on teachers and children's joint descriptions of the knowledge possibilities that are ongoing produced in the activities.

Everyday practice at the Sunflower: the staff's representations and governing strategies as contributions to the order of discourse

“…The children's answers highlighted a lack of friends, difficulties in influencing the activity and that the activities and staff's attention were mostly directed at the youngest children as reasons to terminate their stay. Learning opportunities at leisure-time centres are discussed by Jensen (2011) and Saar, Löfdahl and Hjalmarsson (2012). Jensen argues that learning in leisuretime centres mostly takes place as informal learning, where learning is often a result of participating in voluntary activities.…”

What is Participation? Pedagogues’ Interpretative Repertoires and Ideological Dilemmas Regarding Children’s Participation in Swedish Leisure-time Centres

“…When it comes to the pedagogues´ perspectives on LTC, they emphasise the voluntary nature of leisure-time activities, that is, children are allowed to choose to participate in various activities that are offered to them (for example free play, sports, arts, board games) (Saar, Löfdahl, & Hjalmarsson, 2012;cf. Saar, 2014).…”

‘You know that we are not able to go to McDonald’s’: processes of doing participation in Swedish leisure time centres

“…These assignments entail that LTCs have a tradition of working with pupils' own activities based on the notion that the time in the LTC, more than the time spent in school, is the pupil's own time and that they should have influence over how it is spent (Lago & Elvstrand, forthcoming;Rohlin, 2001). Group activities are typical for LTCs, and surveys and studies show that free play, having a choice between different activities, and engaging in activities voluntarily are common characteristics of the LTCs (Saar, Löfdahl, & Hjalmarsson, 2012;Swedish School Inspectorate, 2010). The pupils should have a genuine possibility to exercise influence in their daily life in the LTC, and the education in the LTC should be based on the pupils' experiences and interests (National Board of Education, 2017).…”