Vygotskij goes neoliberal - den ideala eleven och läraren i lärarutbildningens examinationspraktik

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“…In Sweden, independence is highly valued (Tulviste, et al 2007). The teachers and children in the article share a discourse where independence and maintaining traditional gender roles is dominant, the competent child is the norm Andersson & Källström Carter, 2014;Börjesson & Skoglund, 2014;Kampman, 2004;Sjöberg, 2011;Sjöberg, 2014) and teachers retreat from power. In the child group, power depends on different opportunities for agency.…”

“…This study, like other research on school-age child-care, shows a discourse (Foucault;1980) where the teachers see "free play" as something important for allowing children to choose for themselves how, what and with whom to play, the "free play" is thus a valued element of the school-age child-care (Andishmand, 2017;Haglund, 2015;Haglund, 2016;Hansen Orwehag & Mårdsjö Olsson, 2011;Holmlund, 2018;Johansson & Ljusberg, 2004;Lager, 2015;Saar, Löfdahl & Hjalmarsson, 2012). The competent child is the norm (Andersson & Källström Carter, 2014;Börjesson & Skoglund, 2014;Kampman, 2004;Sjöberg, 2011;Sjöberg, 2014). In the datamaterial, the teachers and the children share a discourse where independence is seen as good and important.…”

“…Being independent was something that both children and teachers sat high on the agenda. The competent child was seen as the norm (Andersson & Källström Carter, 2014;Börjesson & Skoglund, 2014;Kampman, 2004;Sjöberg, 2011;Sjöberg, 2014). The educators charged the act of independence with positive meaning, as reflected in quotes like "children are better than staff at solving conflicts", by telling children who called for help to solve their problem themselves.…”