Compensating for unequal childhoods: practitioners’ reflections on social injustice in leisure-time centres

References

• Andishmand, C. (2017). Fritidshem eller servicehem? En etnografisk studie av fritidshem i tre socioekonomiskt skilda områden. Göteborg: Acta Universitatis Gothoburgensis. [Leisure-time centre or service center? – An ethnographic study of leisure time-time centres in three socioeconomically diverse areas]. (Göteborg Studies in Educational Sciences, 403).
   Google Scholar
• Beach, D., & Sernhede, O. (2011). From learning to labor to learning for marginality. British Journal of Sociology of Education, 32(2), 257–274. doi: 10.1080/01425692.2011.547310
   Web of Science ®Google Scholar
• Bourdieu, P. (1998). Practical reason. On the theory of action. Cambridge: Polity Press.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• Cartmel, J., & Grieshaber, S. (2014). Communicating for quality in school age care services. Australasian Journal of Early Childhood, 39(3), 23–28. doi: 10.1177/183693911403900304
   Web of Science ®Google Scholar
• Dahlstedt, M., & Fejes, A. (Eds.). (2018). Skolan, marknaden och framtiden [The school, the market and the future]. Lund: Studentlitteratur.
   Google Scholar
• Dyson, A., & Jones, L. (2014). Extended schools in England: Emerging rationales. International Journal for Research on Extended Education (IJREE), 2(1), 5–19. doi: 10.3224/ijree.v2i1.19531
   Google Scholar
• Fernqvist, S. (2012). Barns strategier och ekonomisk utsatthet – knappa resurser som utgångspunkt för en förhandling av positionerna i familjen [Children’s strategies and economic hardship – limited resources for negotiations of positions in the family]. Sociologisk Forskning, 49(3), 173–188.
   Google Scholar
• Haglund, B. (2015). Everyday practice at the Sunflower: The staff’s representations and governing strategies as contributions to the order of discourse. Education Inquiry, 6(2), 209–229. doi: 10.3402/edui.v6.25957
   Google Scholar
• Hansen, M. (2011). Fritidspedagogiken och skolan [The leisure-time pedagogy and school]. In A. Pihlgren (Ed.), Fritidshemmet och skolan (pp. 41–68). Lund: Studentlitteratur.
   Google Scholar
• Harju, A. (2013). Skola och föräldrar med knapp ekonomi. In A. Harju & I. Tallberg Broman (Eds.), Föräldrar, förskola och skola. Om mångfald, makt och möjligheter (pp. 107–120). Lund: Studentlitteratur. [Parents, preschool and school. Diversity, power and possibilities].
   Google Scholar
• Harju, A., & Thorød, A. B. (2011). Child poverty in a Scandinavian welfare context – from children’s point of view. Child Indicators Research, 4(2), 283–299. doi: 10.1007/s12187-010-9092-0
   Web of Science ®Google Scholar
• Hjalmarsson, M, & Löfdahl, A. (2013). Fritidshem som en arena för barndomens kulturella styrning. In M. Jensen & A. Fjällhed (Eds.), Barns livsvillkor i mötet med skola och fritidshem [Children’s life conditions in the meeting between school and leisure-time center] (pp. 77–88). Lund: Studentlitteratur.
   Google Scholar
• Hjalmarsson, M, & Löfdahl, A. (2014). Omsorg i svenska fritidshem: Fritidspedagogers etiska förmåga och konsekvenser för barn [Care in Swedish leisure-time centres: Leisure-time teachers ethical ability and consequences for children] [Special issue]. BARN: Forskning om barn og barndom i Norden, 32(3), 91–105.
   Google Scholar
• Hjalmarsson, M, Löfdahl Hultman, A, & Warin, J. (2017). Gendered aspects of leisure-time teacher’s care – social and physical dimensions. Education Inquiry, 8(3), 232–245. doi: 10.1080/20004508.2017.1308459
   Google Scholar
• Holmberg, L. (2018). Konsten att producera lärande demokrater [The art of producing learning democrats] (Doctoral dissertation). Barn-och ungdomsvetenskapliga institutionen: Stockholms universitet.
   Google Scholar
• Huang, D., La Torre Matrundola, D., & Leon, S. (2014). Identification of key indicators for quality in afterschool programs. International Journal for Research on Extended Education (IJREE), 2(1), 20–44. doi: 10.3224/ijree.v2i1.19532
   Google Scholar
• Lareau, A. (2011). Unequal childhoods. Class, race and family life (2nd ed.). Berkley: University California Press.
   Google Scholar
• Ljung Egeland, B. (2015). Berättelser om tillhörighet Om barn med migrationsbakgrund på en mindre ort [Narratives of belonging – on immigrant-background children in non-urban areas]. Doktorsavhandling. Karlstad: Karlstad University Studies. 2015:31.
   Google Scholar
• Lpo94. (2006). Läroplan för det obligatoriska skolväsendet, förskoleklassen och fritidshemmet Lpo 94. (SKOLFS 2006:23) [Curriculum for the compulsory school, preschool class and leisure-time center]. Stockholm: Fritzes förlag.
   Google Scholar
• Majblomman. (2017). Barns sommarlov och kommuners bristande ansvar. Majblommans årliga sommarlovsrapport om barns belägenhet i svenska kommuner när skolan stänger [Children’s summer holidays and municipalities’ lack of responsibility. Majblomman’s annual summer holiday report about children’s situation in Swedish municipalities when school is closed]. Rapport no. 37. Retrieved from http://www.majblomman.se/Global/Rapporter/Sommarlov/Sommarlovsrapport20201720original.pdf
   Google Scholar
• Näsman, E. (2012). Barnfattigdom – om bemötande och metoder ur ett barnperspektiv [Child poverty – consultation and methods from a child’s perspective]. Stockholm: Gothia Förlag.
   Google Scholar
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. doi: 10.1177/1609406917733847
   Web of Science ®Google Scholar
• Odenbring, Y. (2018). The daily life and reality behind child poverty in Sweden: Children’s and adolescents’ voices. Child Indicators Research. 1–13. Published online ahead of print. May 2018. https://doi.org/10.1007/s12187-018-9558-z
   Web of Science ®Google Scholar
• Odenbring, Y, Johansson, T, & Lunneblad, J. (2016). Blaming and framing the family: Urban schools and school officials talk of neglecting parents. The Urban Review, 48(3), 484–498. doi: 10.1007/s11256-016-0364-y
   Google Scholar
• Odenbring, Y, Lunneblad, J, & Hellman, A. (2017). I småstadens marginal: Berättelser om en skolas integrationsarbete i en socialt utsatt stadsdel [In the margins of a small town: Narratives about integration in a school located in a socially disadvantaged area]. Paideia, 14, 51–60.
   Google Scholar
• Prop. 2017/18:194. Fler nyanlända ska uppnå behörighet till gymnasieskolan och kvaliteten i förskola och fritidshem ska stärkas [More newly arrived shall attain qualification for upper secondary school and the quality in preschool and leisure-time centres shall be strengthened].
   Google Scholar
• Rädda Barnen/Save the Children. (2018). Barnfattigdom i Sverige [Child poverty in Sweden]. Retrieved from https://www.raddabarnen.se/rad-och-kunskap/arbetar-med-barn/barnfattigdom/
   Google Scholar
• Sernhede, O., & Tallberg Broman, I. (2014). Inledning. In O. Sernhede & I. Tallberg Broman (Eds.), Segregation, utbildning och ovanliga lärprocesser [Segregation, education and unusual learning processes] (pp. 9–18). Stockholm: Liber.
   Google Scholar
• SFS 2010:800. Skollag [Education Act]. Stockholm: Skolverket.
   Google Scholar
• Simoncini, K., Caltabiano, N., & Lasen, M. (2012). Young school-aged children’s behaviour and their care arrangements after school. Australasian Journal of Early Childhood, 37(1), 108–119. doi: 10.1177/183693911203700113
   Web of Science ®Google Scholar
• Skeggs, B. (2002). Formations of class and gender. Becoming respectable. London: Sage.
   Google Scholar
• Skeggs, B. (2004). Class, self, culture. London: Routledge.
   Google Scholar
• Skolinspektionen. (2010). Kvalitet i fritidshem [Quality in leisure-time centres]. Kvalitetsgranskning Rapport 2010:3.
   Google Scholar
• Skolinspektionen. (2018). Undervisning i fritidshemmet inom områdena språk och kommunikation samt natur och samhälle [Teaching on language and kommunikation, and nature and society in leisure-time centres]. Kvalitetsgranskning. Stockholm: Skolinspektionen.
   Google Scholar
• Skolverket. (2011). Fritidshemmet – lärande i samspel med skolan [The leisure-time centre – learning in collaboration with school]. Stockholm: Skolverket.
   Google Scholar
• Skolverket. (2018a). Läroplan för grundskolan, förskoleklassen och fritidshemmet [Curriculum for the compulsory school, preschool class and leisure-time center] (rev. 2018). Stockholm: Skolverket.
   Google Scholar
• Skolverket. (2018b). Fritidshem – Elever och grupper – Riksnivå [Leisure-time centres – pupils and groups – national level]. Retrieved from https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-och-vuxenutbildning
   Google Scholar
• Skolverket. (2018c). Fritidshem – personal – riksnivå [Leisure-time centres – staff – national level]. Retrieved from https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-och-vuxenutbildning
   Google Scholar
• Skolverket. (2018d). Elever och personal i fritidshem läsåret 2017/18 [Pupils and staff in leisure-time centres the school year 2017/18]. Dnr 2018:602. Stockholm: Skolverket.
   Google Scholar
• Socialstyrelsen. (1988). Pedagogiskt program för fritidshem [Pedagogical programme for leisure-time centres]. Allmänna råd från socialstyrelsen, 1988, 7.
   Google Scholar