I en kommentar til Barnekonvensjonens artikkel 31 advarer FN (2013) mot et økende læringstrykk. Enkonsekvens av dette er at vilkårene for den frie, spontane leken forringes og at barns frie lek settesunder press. Med dette som bakteppe vil vi gjennom en inn- og utlesning undersøke hvordan lekensrolle i skolefritidsordningen/fritidshjem kan forstås i styringsdokumentene i Danmark, Norge ogSverige. Vår innlesning viser at det finnes tolkningsrom som åpner for å forstå styringsdokumenteneut fra et dominerende perspektiv på lek som noe instrumentelt. Utlesningen viser at tvetydigheten ogsåinviterer til en perspektivforskyvning der lek kan betraktes som noe som har egen verdi.
The Nordic educational welfare model was implemented to support social justice and equal opportunities for all. After the fall of the Berlin wall the welfare model is weakened due to influences from international and global trends. It is found that with the introduction of new public management steering of public welfare and the decentralization of responsibilities from state to municipalities, local authorities are left to their own devices to solve disparities between, for example, a decreasing population and a shrinking economy. The article looks closer at the disparities between the structure of new public management steering and context-related variables of diversity. Arguing for diversity as cultural variation, the article draws on empirical data based on focus-group interviews with teachers of three multi-grade schools in rural Norway. To support the analysis, Bourdieu's theories on structure and agency (habitus and field) as well as cultural, social and symbolic capital are utilized. The results give examples of the cultural socialization of individuals/groups-and how they pursue their valued resources and pursue their interest in practice. In reference to new public management and the steering of education, the findings indicate resistance and complexity concerning contingent social and cultural influences, and dispositions in the educational field investigated.
The aim of this article is to investigate my experience of shadowing as a method. Since shadowing comes in a wide variety of understandings, the article gives the reader a short overview of research fields and topics connected to shadowing. In my use of the method, I have focused upon shadowing teachers at a multigrade school in rural Norway. Toward this background, I have formulated the research question, “In what ways has shadowing arisen thoughts on challenges as well as contributed to preliminary results?” The investigation of my experiences presents entrance to the field and orientation and use of compass. I present theories that developed during fieldwork and contributed to concepts, interpretation, and preliminary results. The results indicate shadowing gives the researcher challenges in reference to research design, terminology, and techniques. The contribution to the preliminary results indicate you have to be present in the moment to experience organizing work, whereas you can observe organizations after the fact.
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