Kunskapsmöjligheter i svenska fritidshem
Sammendrag
Title: Knowledge possibilities in the Swedish afterschool settingsAbstract: 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.
Fulltekst
Publisert
Hvordan referere
Utgave
Seksjon
Emneord (Nøkkelord):
Afterschool-settings, Pedagogy, Discourse analysis, Knowledge possibilities