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School-Age Educare: Different Ways of Talking as Arenas for Inclusion
Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.ORCID-id: 0000-0001-8818-047X
2012 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

I present an approach for a proposed study using discourse analysis, with the aim of studying how pupils interact with childcare teachers during school-age childcare and during school hours.

In Sweden almost 80 % of the child population between six and nine years old attends school-age child-care - mostly integrated in the school. In a Swedish thesis from 1999, Karlsudd, declares that school-age child-care can boast of being like a final integration sanctuary, while the school, unfortunately rarely succeed in their integration efforts (Karlsudd, 1999). Time has changed, in a conference paper 12 years later Karlsudd declares; the final integration sanctuary is probably soon lost (Karlsudd, 2011). In Sweden as in several other countries we can see that medical discourse has been given priority in the educational context (Ljusberg, 2009). Goals in both the Swedish school law and the curricula state that all pupils are to be regarded as equal, to have equal rights to education, and equal circumstances in school. In my thesis (Ljusberg, 2009) I am using different perspectives, a relational perspective and a compensatory perspective (also called the medical psychological perspective (Bailey, 1998), and the individual or categorical perspective (Emanuelsson, Persson & Rosenqvist, 2001). From a compensatory perspective the difficulties are attached to the pupil, from a relational perspective the difficulties are studied as situated social constructions (Hjörne, 2004; Mehan, 1993). In this paper I present my approach for a ethno-methodological study using discourse analysis with the aim to study how pupils interact/are talking with school-age child-care teachers in one hand during school-age child-care and on the other hand during school hours.

 

Ort, förlag, år, upplaga, sidor
2012.
Nyckelord [en]
School-Age Child-Care, Inclusion, Interaction
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
barn- och ungdomsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-148136OAI: oai:DiVA.org:su-148136DiVA, id: diva2:1149728
Konferens
The 19th International Conference on Learning held at the Institute of Education, London Augst14-16, 2012
Tillgänglig från: 2017-10-16 Skapad: 2017-10-16 Senast uppdaterad: 2018-05-03

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Ljusberg, Anna-Lena
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Barn- och ungdomsvetenskapliga institutionen
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