Everyday practices in Swedish school-age educare centres: a reproduction of subordination and difficulty in fulfilling their mission

References

• Ackesjö, H., Lindqvist, P., & Nordänger, U.-K. (2018). “Betwixt and between”: Leisure-time teachers and the construction of professional identities. Scandinavian Journal of Educational Research, 63(6), 884–898. doi:https://doi.org/10.1080/00313831.2018.1466356
   Web of Science ®Google Scholar
• Andersson, B. (2013). Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer. [New leisure-time pedagogues – in tension between tradition and new forms of governance] Diss. Umeå: Umeå universitet.
   Google Scholar
• Bae, S. H. (2018). Concepts, models, and research of extended education. International Journal for Research on Extended Education, 6(2), 153–164.
   Google Scholar
• Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London: Sage.
   Google Scholar
• Boström, L., & Augustsson, G. (2016). Learning environments in Swedish leisure-time centres: (In)equality, “schooling” and lack of independence. International Journal for Research on Extended Education, 4(1), 125–145.
   Google Scholar
• Boström, L., & Berg, G. (2018). Läroplansimplementering och korstryck i fritidshemmets arbete. [Curricula implementations and cross pressures in the leisure-time centrés work]. Educare - Vetenskapliga Skrifter, 2, 107–131. doi: https://doi.org/10.24834/educare.2018.2.6
   Google Scholar
• Boström, L., Hörnell, A., & Frykland, M. (2015). Learning environments at leisure-time centres in Sweden: A comprehensive survey of staffs’ perception. International Journal for Research on Extended Education, 3(1), 5–23.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bryman, A. (2018). Samhällsvetenskapliga metoder [Social research methods]. Stockholm: Liber AB.
   Google Scholar
• Calander, F. (1999). Från fritidens pedagog till hjälplärare: Fritidspedagogers och lärares yrkesrelation i integrerade arbetslag [From the pedagogue of recreation to teacheŕs assistant. Recreation instructorś and teacherś occupational relation in interprofessional work teams]. Uppsala: Acta Universitatis Upsaliensis.
   Google Scholar
• Giddens, A. (1979). Central problems in social theory. Action, structure and contradiction in social analysis. University of California Press. Glasgow: Bell and Bain Limited.
   Google Scholar
• Giddens, A. (1984). The constitution of society. Outline of the theory of structuration. Oxford: Blackwell Publishers Ltd.
   Google Scholar
• Haglund, B. (2018). “Men dom flesta har en liknande situation.” Ett narrativ om bristande personella resurser och omgivningens begränsade förväntningar [“But most of us have a similar situation.” A narrative about lacking staff resources and limited expectations]. BARN - Forskning om Barn og Barndom i Norden, 36(36), 75–92. doi: https://doi.org/10.5324/barn.v36i2.2766
   Google Scholar
• Haglund, B., & Anderson, S. (2009). Afterschool Programs and leisure-time centres: Arenas for learning and leisure. World Leisure Journal, 51(2), 116–129. doi:https://doi.org/10.1080/04419057.2009.9674594
   Google Scholar
• Haglund, B., & Peterson, L. (2017). Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children. International Journal for Research on Extended Education, 5(2), 188–206.
   Google Scholar
• Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. Abingdon: Routledge.
   Google Scholar
• Hansen, M. (1999). Yrkeskulturer i möte. Läraren, fritidspedagogen och samverkan. [Collaboration between two teaching cultures. Teachers, recreation pedagogues and co-operation] (Göteborg studies in educational sciences 131). Göteborg: Acta Universitatis.
   Google Scholar
• Holmberg, L. (2017). Confessing the will to improve: Systematic quality management in leisure-time centres. Education Inquiry, 8(1), 33–49. doi: https://doi.org/10.1080/20004508.2016.1275179
   Google Scholar
• Jenkins, N., Bloor, M., Fischer, J., Berney, L., & Neale, J. (2010). Putting it in context: The use of vignettes in qualitative interviewing. Qualitative Research, 10(2), 175–198. doi: https://doi.org/10.1177/1468794109356737
   Web of Science ®Google Scholar
• Jonsson, K., & Lillvist, A. (2019). Promoting social learning in the Swedish leisure time centre. Education Inquiry. doi:https://doi.org/10.1080/20004508.2019.1571358
   Google Scholar
• Kane, E., Ljusberg, A.-L., & Larsson, H. (2013). Making magic soup – The facilitation of play in school-age childcare. International Journal of Play, 2(1), 7–21. doi: https://doi.org/10.1080/21594937.2013.769814
   Google Scholar
• Kvale, S., & Brinkmann, S. (2009). Den kvalitativa forskningsintervjun [The qualitative research interview]. Lund: Studentlitteratur.
   Google Scholar
• Lager, K. (2016). ‘Learning to play with new friends’: Systematic quality development work in a leisure-time centre. Early Child Development and Care, 186(2), 307–323. doi: https://doi.org/10.1080/03004430.2015.1030634
   Web of Science ®Google Scholar
• Lowe Vandell, D., & Lao, J. (2016). Building and Retaining high quality Professional staff for extended education Programs. International Journal for Research on Extended Education, 4(1), 52–64.
   Google Scholar
• Pálsdóttir, K. (2012). Care, learning and leisure: The organisational identity of after-school centres for six-to nine-year old children in Reykjavik. Reykjavik: School of Education, University of Iceland.
   Google Scholar
• Plantenga, J., & Remery, C. (2013). Childcare services for school Age children. A comparative review of 33 countries. European Commission. Childcare services for school age children. Luxembourg: Publications Office of the European Union.
   Google Scholar
• Renold, E. (2002). Using vignettes in qualitative research. Journal of the ESRC Teaching and Learning Research Programme Research Capacity, 3, 3–5.
   Google Scholar
• Swedish National Agency for Education. (2000). Finns fritids? En utvärdering av kvalitet i fritidshem [Do leisure-time centres exist? An assessment of quality in leisure-time centres.] Skolverkets rapport nr 186. Stockholm: Liber Distribution.
   Google Scholar
• Swedish National Agency for Education. (2018). Nya läroplansdelar för fritidshemmet och förskoleklassen. En utvärdering av Skolverkets insatser samt implementeringen av läroplansdelen för fritidshemmet [New curricula parts for the school-age educare centre and the preschool class. An assessment of the Swedish National Agency for Education’s contributions and the implementation of the school-age educare curricula] (Rapport 474). Stockholm: Skolverket.
   Google Scholar
• The Education Act. (2010). 2010:800. Stockholm: Utbildningsdepartementet.
   Google Scholar
• The National Agency for Education. (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet (reviderad 2016) [Curriculum for the compulsory school, the preschool class and the leisure-time centre (ref 2016)]. Stockholm: Skolverket.
   Google Scholar
• The National Board of Health and Welfare. (1988). Pedagogiskt program för fritidshem. Allmänna råd från socialstyrelsen 1988:7 [Pedagogical programme for leisure-time centres. Recommendations from the Ministry of Health and Social Affairs].
   Google Scholar
• The School’s Inspectorate. (2010). Kvalitet i fritidshem. Skolinspektionens rapport 2010:3 [Quality in leisure-time centres]. Stockholm: Skolinspektionen.
   Google Scholar
• The School’s Inspectorate. (2018). Undervisning i fritidshemmet inom områdena språk och kommunikation samt natur och samhälle [Teaching in school-age educare centres in the areas of language, communication and nature and society]. Stockholm: Skolinspektionen.
   Google Scholar
• Yin, R. K. (2014). Case study research. Design and methods (4th ed., Applied Social Research Methods Series, Vol. 5. Thousand Oaks, CA: Sage.
   Google Scholar