On the move from pedagogy to timeagogy? Or how time constitutes the work of pedagogues in the Danish Primary School and Leisure-time Center

Gravesen, David Thore; Ringskou, Lea Thomsen

doi:10.3224/ijree.v5i2.04

Cited by 6 publications

(5 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Det yttrar sig bland annat i att det ställs krav på SFO att bidra till skolans måluppfyllelse. Kravet skärps ytterligare i regeringens uttalande inför reformåret 2014, där det uttryckligen betonas att skoldagen ska förlängas och utvidgas med aktiviteter som ska stödja undervisningen i skolan (Gravesen & Ringskou, 2018;Øksnes et al, 2014). År 2014 pekas ut av flera forskare som ett viktigt utbildningsreformår.…”

Section: Specialpedagogik I Fritidshemskontextunclassified

“…Den snabbt föränderliga världen, där akademiska prestationer värdesätts högt, kräver att elever lär sig allt snabbare och effektivare. Snabbare än tidigare generationer (jfr Biesta, 2013;Gravesen & Ringskou, 2018).…”

Section: Det Undervisande Fritidshemmet Som Diskursiv Praktikunclassified

“…Vilket nu kan beläggas även empiriskt med mina resultat. Vad som menas med att elever riskerar bli elever hela dagarna kan förklaras med hjälp av Gravesen och Ringskou (2018), som uppmärksammar samma fenomen, som de kallar för timeagogy. Det vill säga, att vi numera alltmer försöker styra tiden och schemalägger barns hela dagar.…”

Section: Det Undervisande Fritidshemmet Som Diskursiv Praktikunclassified

See 2 more Smart Citations

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

Memišević

2024

Studies in Science and Technology Education

View full text Add to dashboard Cite

Da li je moguća ikakva veza između čovjeka i svijeta osim moranja? Ja ne biram ono što imam. Ne biram ustvari ništa, ni rođenje, ni porodicu, ni ime, ni grad, ni kraj, ni narod, sve mi je nametnuto. Još je čudnije što to moranje pretvaram u ljubav. Jer, nešto mora biti moje, zato što je sve tuđe, i prisvajam ulicu, grad, kraj, nebo koje gledam nad sobom od djetinjstva. Zbog straha od praznine, od svijeta bez mene. Ja ga otimam, ja mu se namećem, a mojoj ulici je svejedno, i nebu nadamnom je svejedno, ali neću da znam za to svejedno, dajem im svoje osjećanje, udahnjujem im svoju ljubav, da mi je vrate".

show abstract

Section: Specialpedagogik I Fritidshemskontextunclassified

Section: Det Undervisande Fritidshemmet Som Diskursiv Praktikunclassified

See 1 more Smart Citation

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

Memišević

2024

Studies in Science and Technology Education

View full text Add to dashboard Cite

show abstract

“…Denmark and the other Nordic countries -like many other Western countries -are facing a well-being crisis among youth, with the psychosocial environment in school appearing to play a crucial role (Nordic Council of Ministers, 2022). At the same time, research indicates that pedagogical perspectives and work currently play only a limited role in schools (Gravesen & Ringskou, 2018). Against this background, this project was created by the research team and one participating school's pedagogues, who had experienced challenges in children's well-being and a decreasing tendency to initiate play.…”

Section: 0mentioning

confidence: 99%

Play Types, Design Principles and Participation in Play

Jensen,

Jørgensen,

Sand

et al. 2023

EDeR

View full text Add to dashboard Cite

Many school-age children have difficulties participating in play and need support to find playmates, take the initiative and structure play. If children do not master these competencies, they risk ending up in a spiral in which they are not given the opportunity to practice playing and develop play competencies. The purpose of the present study is to investigate how design principles in three different play types can be formulated in order to support pedagogues (educators) in developing new play activities with significant potential for participation. In addition, how these design principles cover more general and generic principles are scrutinized. This paper is based on a three-year design-based research study in two Danish schools investigating three play types: creative play, role play and movement play. It also presents four design principles on each play type which were found to support the development of new play activities with inclusive potential. As a theoretical contribution, the design principles of each play type are meta-analysed with the goal of helping pedagogues generate play activities with different participation possibilities. The generic design principles are the essence of play, play practices, play materials and play opportunities for participation.

show abstract

“…Duncheon and Tierney, 2013; Franch and De Souza, 2015; Hohti, 2016), as well as the time pressures of teaching and how they affect pedagogy (e.g. Gravesen and Ringskou, 2017). Here, we see time in its disciplinary mode within education (cf.…”

mentioning

confidence: 99%

Introduction: Teaching time

Bastian,

Facer

2023

Time & Society

View full text Add to dashboard Cite

The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own takewith the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to inter-and multidisciplinary ways of working. Much has been written about the theories and methods appropriate to this wide-ranging field, not least in the pages of Time & Society which has championed integrative approaches in particular. To our knowledge, however, very little has been made available about the specific pedagogies that time scholars have developed for university students and new scholars beginning their studies in this complex and definition-defying area of research. How do we go about teaching time?A search of the literature reveals strong research interest in temporality as a core element of educational practice. There is extensive work which unpacks the traditional temporalities of education itself (e.g. Duncheon and Tierney, 2013;Franch and De Souza, 2015;Hohti, 2016), as well as the time pressures of teaching and how they affect pedagogy (e.g. Gravesen and Ringskou, 2017). Here, we see time in its disciplinary mode within education (cf. Alhadeff-Jones, 2017). At the same time, we are beginning to see the use of critical theories of time for challenging and redesigning dominant educational temporalities. Springgay and Truman (2019), for example, turn to work on counterfuturism and queer temporalities to rethink outcomes-based models of teaching in primary and secondary education. Queer temporalities research has been drawn on for theorising a 'pedagogy of vulnerability' (Shelton and Melchior, 2020). Crip time has been used as a framework for redesigning college composition classes in the US (Wood, 2017), as has Afrofuturism

show abstract

On the move from pedagogy to timeagogy? Or how time constitutes the work of pedagogues in the Danish Primary School and Leisure-time Center

Cited by 6 publications

References 3 publications

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

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

Play Types, Design Principles and Participation in Play

Introduction: Teaching time

Contact Info

Product

Resources

About