Lärare, barn och lärande i kurslitteratur

Abstract

In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered experts on themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.

Det undervisande fritidshemmet i lärandets tidevarv : En diskursanalytisk studie med fokus på de naturvetenskapliga och tekniska undervisningspraktikerna

“…Spänningen mellan elevers fria tid å ena sidan och kravet på ett målstyrt lärande å andra sidan pekar enligt Ljusberg och Holmberg (2019) på fritidshemmets ofrånkomliga dilemma som samhällelig "mittemellan-institution" (s. 25). Fritidshemmet är till skillnad från skolan inte obligatoriskt.…”

“…Samtidigt kan elever inte fritt göra vad de vill. Således behöver fritidshemmet som en mittemellan-institution ständigt hitta balansen mellan professionellt (mål)styrt och fritt och öppet för elevers egna initiativ, intressen och behov (Ljusberg & Holmberg, 2019).…”

“…I dagens samhälle har lärande fått en upphöjd position (Biesta, 2019;Ljusberg & Holmberg, 2019). Lärandediskursen avspeglas på flera sätt i min avhandling, och det är viktigt att reflektera kring vad det inneburit för såväl fältarbete som analys.…”

“…Samtidigt som fritidshemmet positioneras som en institution och verksamhet som är olik skolan och präglas av spontanitet, barnens intressen och nyfikenhet, framstår denna frihet villkorad. Vad barnen ska ägna sig åt i fritidshem ska helst styras mot någon form av lärande (Ljusberg & Holmberg, 2019).…”

“…According to Ljusberg and Holmberg (2019), the tension between pupils' free time on the one hand and the demand for goaloriented learning on the other, points to the inevitable dilemma of SAEC. Unlike school, the SAEC is not compulsory, but at the same time, pupils cannot freely do what they want.…”