Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lärare, barn och lärande i studentlitteratur – ideologiska dilemman i talet om fritidshem
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2019 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 3, p. 17-33Article in journal (Refereed) Epub ahead of print
Abstract [en]

In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered expertson themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.

Place, publisher, year, edition, pages
2019. Vol. 3, p. 17-33
Keywords [en]
Course literature, ideological dilemmas, learning, school-age educare, subject positioning, teacher training
National Category
Educational Sciences
Research subject
Child and Youth Studies with Focus on Educational Science
Identifiers
URN: urn:nbn:se:su:diva-168302DOI: 10.24834/educare.2019.3.2OAI: oai:DiVA.org:su-168302DiVA, id: diva2:1307889
Available from: 2019-04-29 Created: 2019-04-29 Last updated: 2019-05-02

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Ljusberg, Anna-LenaHolmberg, Linnéa
By organisation
Department of Child and Youth Studies
In the same journal
Educare - Vetenskapliga skrifter
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 27 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf