Rum for kvalifikation, plads til inklusion? - Om mødet mellem børn, rum og pædagogik i den danske folkeskole

Abstract

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.

Keen on qualification? A comparative review of Danish and Swedish research literature on leisure-time pedagogy

“…Historically, leisure-time pedagogues spent most of their working hours in afterschool activities at the leisure-time centers. With the reform of 2014 in Denmark, formal school hours increased, after-school activity hours dropped, and leisure-time pedagogues were required to focus on the school environment for the majority of their working hours (Gravesen & Ringskou, 2016, 2017. This shifting focus of the pedagogues is represented in the research, but as we have seen, not as an exclusive interest in the pedagogues' actions, activities, and beliefs.…”

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“…In the final and selective phase of the observations, we looked only at the activities related to those three categories. In this article, we focus on the two categories time and relations (see Gravesen & Ringskou, 2016 pants (Spradley, 1980), swapping between writing notes in our Field books while seated or standing and following the pedagogues around in the school environment. Occasionally, when it felt natural and relevant, we participated in various activities.…”

Förskjutningar i innehåll i SFO/Fritidshem i Skandinavien

“…Den ökade fokuseringen på mål och resultat i skolan har lett till att SFO/fritidshem tenderar att omsätta lek, men också omsorg och övriga fritidsaktiviteter i ett kunskapskoleperspektiv (till exempel Pihlgren, 2017). I Danmark har det här i praktiken lett till ett ökat antal skoltimmar, vilket i sin tur inneburit en reducering av timmarna för fritidspedagogik i SFO (Gravesen & Ringskou, 2016). I Danmark har fritidshem marginaliserats och i stor utsträckning ersatts av SFO, samtidigt som båda underordnats skolan.…”