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Gustafsson, J., Lager, K. & Haglund, B. (2018). Fritidspedagog/lärare i fritidshem – en profession i ständig rörelse. In: : . Paper presented at Forskning pågår, 31 oktober 2018, Göteborg, Sverige.
Open this publication in new window or tab >>Fritidspedagog/lärare i fritidshem – en profession i ständig rörelse
2018 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Lärare i fritidshem/fritids som profession har svårt att formulera sitt eget kunskapsfält vilket enligt professionsteorin krävs för att tydliggöra professionens egen logik (Brante, 2014). Syftet med föreliggande studie är att beskriva och undersöka lärare i fritidshem professionsutveckling och logik mellan 1880-talet och 2017. Metod Metoden är diskursanalys (Fairclough, 2013) av policydokument, historiska texter och tidigare forskning i syfte att identifiera och beskriva de diskurser som strukturerar professionens kunskapsfält och logik mellan 1880-talet och 2017. Teoretisk inramning Teoretiskt utgår studien från professionsteori (Brante, 2014) och en framträdande roll i vår analys har de analytiska begreppen ontologisk modell och professionslogik. Förväntade slutsatser En preliminär analys visar att professionen mellan 1880-talet och 2017 har varit i ständig rörelse och arbetet inom ramen för fem olika ontologiska modeller baserade på olika professionslogiker. De ontologiska modellerna är Arbetsstugan ca (1887–1940), Eftermiddagshemmet (1940–1960), det Fristående fritidshemmet (1960-1985), det Integrerade fritidshemmet (1985-2008) och det Didaktiska fritidshemmet (2008 - ). Dessa fem ontologiska modeller finns representerade i både lärarutbildning och fritidshemmets verksamhet vilket kan vara en förklaring till professionens svårighet att definiera ett tydligt kunskapsfält. Relevans för pedagogiskt arbete Studien och analysen har stor relevans för både lärarutbildning och pedagogiskt arbete i fritidshem. För verksamma lärare i fritidshem är det av stor vikt att vara medveten om att professionen i sin praktik använder sig av olika ontologiska modeller och logiker. Likaså bör detta bli ett innehåll i lärarutbildningen och kan ses som ett led i att stärka och tydliggöra professionens kunskapsfält.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28460 (URN)
Conference
Forskning pågår, 31 oktober 2018, Göteborg, Sverige
Available from: 2018-11-14 Created: 2018-11-14 Last updated: 2018-11-14Bibliographically approved
Haglund, B. (2018). ”Men dom flesta har en liknande situation”: Ett narrativ om bristande personella resurser och omgivningens begränsade förväntningar. Barn, 36(2), 75-92
Open this publication in new window or tab >>”Men dom flesta har en liknande situation”: Ett narrativ om bristande personella resurser och omgivningens begränsade förväntningar
2018 (Swedish)In: Barn, ISSN 0800-1669, Vol. 36, no 2, p. 75-92Article in journal (Refereed) Published
Abstract [sv]

Artikeln har en narrativ form och baseras på empiri från en etnografiinspirerad studie på ett svenskt fritidshem och fokuserar på hur Ann, den lärare som ansvarar för fritidshemmets verksamhet, försöker att bygga upp och driva verksamheten. Hon, liksom de statliga styrdokument hon försöker att utgå ifrån, har höga ambitioner med verksamheten men de förutsättningar skolan erbjuder för att bedriva kvalitativt hög verksamhet är bristfälliga. Hög personalomsättning i kombination med personal utan utbildning och brister i planeringstiden blir hinder både för Anns ambitionsnivå och fritidshemmets möjligheter att fungera som en plats för utbildning och lärande och på så vis motsvara styrdokumentens skrivningar.

Place, publisher, year, edition, pages
Trondheim: Norsk senter for barneforskning (Noseb), 2018
Keywords
Fritidshem, Narrativ, Struktureringsteori, Beskrivningsnivå, Outbildad personal
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28387 (URN)10.5324/barn.v36i2.2766 (DOI)
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2018-12-06Bibliographically approved
Lager, K., Gustafsson, J. & Haglund, B. (2018). Teacher in leisure-time centre - a profession in constant change. In: : . Paper presented at NERA2018 - 46th Congress 'Educational Research: Boundaries, Breaches and Bridges', 8-10 March 2018, Oslo, Norway.
Open this publication in new window or tab >>Teacher in leisure-time centre - a profession in constant change
2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28494 (URN)
Conference
NERA2018 - 46th Congress 'Educational Research: Boundaries, Breaches and Bridges', 8-10 March 2018, Oslo, Norway
Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-11-13Bibliographically approved
Haglund, B. (2017). Fritidshemmets vardagspraktik - konstruktion och omkonstruktion av ett ständigt pågående arbete (1ed.). In: Rohlin, Malin (Ed.), Teori som praktik i fritidshemmet: (pp. 117-139). Malmö: Gleerups Utbildning AB, s. 117-139
Open this publication in new window or tab >>Fritidshemmets vardagspraktik - konstruktion och omkonstruktion av ett ständigt pågående arbete
2017 (English)In: Teori som praktik i fritidshemmet / [ed] Rohlin, Malin, Malmö: Gleerups Utbildning AB, 2017, 1, Vol. s. 117-139, p. 117-139Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28469 (URN)9789140694591 (ISBN)
Available from: 2018-11-14 Created: 2018-11-14 Last updated: 2019-02-06Bibliographically approved
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
Open this publication in new window or tab >>Why use board games in leisure-time centres?: Prominent staff discourses and described subject positions when playing with children
2017 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 5, no 2, p. 188-206Article in journal (Refereed) Published
Abstract [en]

Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants’ answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants’ discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident.

Place, publisher, year, edition, pages
Verlag Barbara Budrich, 2017
Keywords
board games, leisure-time centres, critical discourse analysis, subject positions, teachers
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28389 (URN)10.3224/ijree.v5i2.06 (DOI)
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2019-02-06Bibliographically approved
Haglund, B. (2016). Fritidshemmets vardagspraktik i ett nytt diskursivt landskap. Educare - Vetenskapliga skrifter (1), 64-85
Open this publication in new window or tab >>Fritidshemmets vardagspraktik i ett nytt diskursivt landskap
2016 (English)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 64-85Article in journal (Refereed) Published
Abstract [en]

School-age educare traditions are in many ways separate from school traditions. School-age educare traditions have, however, for a long time been subjects for a transformation process since newer steering documents, directed to the leisure-time centre, emphasize traditional school concepts as education, pupils and learning. This article highlights how the amalgamating between the traditional content and the state ́s regulating intentions to change the activity is managed by the staff at one leisure-time centre by studying what activities the staff highlights and what approach they use in their interactions with the pupils. Data is based on six weeks of field work including participating observations, field notes and walk-and-talk conversations. The study shows that the staff emphasize the importance of free play and, with the help of conversations, try to get in touch with the children and make them feel safe and comfortable. The staff ́s points of departure for managing the everyday practice seems to be rooted in older school-age educare traditions despite the government ́s efforts to orchestrating the activity.

Keywords
school-age educare, leisure-time centre, social constructionism, ethnography, subject position
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28468 (URN)
Note

978-91-7104-500-3 (tryckt)

978-91-7104-501-0 (pdf)

Available from: 2018-11-14 Created: 2018-11-14 Last updated: 2019-02-06Bibliographically approved
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
Open this publication in new window or tab >>Everyday practice at the Sunflower: the staff’s representations and governing strategies as contributions to the order of discourse
2015 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, no 2, p. 209-229Article in journal (Refereed) Published
Abstract [en]

Swedish leisure-time centres were formerly part of Swedish social and family policies but were transferred to an educational context in the 1990s. This transfer was accentuated by both the Education Act of 2010 and the new teacher training established in 2011, which also included education particularly directed for leisure-time centres. The state’s intention with this discursive shift was to highlight education and learning within the activity in a more distinct way. This article is based on an ethnography-inspired study at one leisure-time centre called the Sunflower. The data are based on six weeks of field work including participating observations, field notes and walk-andtalk conversations. The study takes its point of departure from representations by staff concerning what they emphasise regarding the centre’s activity, how these representations are related to each other and which strategies staff members use when talking about and monitoring the pupils’ activities. The results show the strong presence of older traditions concerning values and practices regarding the performance at work: supporting children with good care, stressing the importance of children’s free play and using a peripheral subject position during work. The results also show that a stress on the child-to-staff ratio as circumscribing the activity which is enhanced by the pupils misallocated age distribution

Keywords
leisure-time centres, social constructionism, ethnography, discourses, governing strategies
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28465 (URN)10.3402/edui.v6.25957 (DOI)
Available from: 2018-11-14 Created: 2018-11-14 Last updated: 2018-11-14Bibliographically approved
Haglund, B. (2015). Pupil's opportunities to influence activities: a study of everyday practice at a Swedish leisure-time centre. Early Child Development and Care, 185(10), 1556-1558
Open this publication in new window or tab >>Pupil's opportunities to influence activities: a study of everyday practice at a Swedish leisure-time centre
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 10, p. 1556-1558Article in journal (Refereed) Published
Abstract [en]

The focal point of this article is a discussion of pupils' opportunities to make their voices heard and influence the activity in a Swedish leisure-time centre. The study comprises six weeks of ethnographically inspired field work including data from participating observations and walk-and-talk conversations. Two voluntary activities, referred to here as ‘free play' and ‘thematic activity', are discussed. The study shows that free play can be described as an activity where the staff take their point of departure based on the children's perspectives and the enhancement of democratic values and decision-making. The thematic activity can, as with free play, be described as a stimulating activity which is also in line with relevant steering documents. However, staff members’ points of departure are grounded in an adult perspective, a perspective that focuses on affording ‘good' activities. This results in an activity where the pupils’ opportunities to take part in democratic decision-making differ compared to that in free play.

Keywords
Giddens; decision-making; school-age educare; ethnography; influencing activities
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28479 (URN)10.1080/03004430.2015.1009908 (DOI)2-s2.0-84938963666 (Scopus ID)
Available from: 2018-11-14 Created: 2018-11-14 Last updated: 2019-02-06Bibliographically approved
Klerfelt, A. & Haglund, B. (2014). Presentation of Research on School-Age Educare in Sweden. International Journal for Research on Extended Education, 2(1), 45-62
Open this publication in new window or tab >>Presentation of Research on School-Age Educare in Sweden
2014 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 2, no 1, p. 45-62Article in journal (Refereed) Published
Abstract [en]

In this article a background to the growing need of establishing school-age educare as a field of research in Sweden is presented. Firstly a short review of the history of the school-age educare is given and then a description of how the activity is organized today. Some examples of studies produced within this field are presented. Both accomplished studies and ongoing research are given account for. The article concludes with actions suggested for covering existing gaps of research. 

Keywords
School-age educare, leisure-time centres, extended education, children’s perspectives, qualitative research
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28490 (URN)10.3224/ijree.v2i1.19533 (DOI)
Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-11-13Bibliographically approved
Klerfelt, A. & Haglund, B. (2014). Walk-and-talk conversations: a way to elicit children’s perspectives and prominent discourses in the school-age educare. International Journal for Research on Extended Education, 2(2), 119-134
Open this publication in new window or tab >>Walk-and-talk conversations: a way to elicit children’s perspectives and prominent discourses in the school-age educare
2014 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 2, no 2, p. 119-134Article in journal (Refereed) Published
Abstract [en]

This article highlights the discourses of children and leisure-time pedagogues regarding ways the activity at two different Swedish school-age educare centres are mutually constructed. Two different topics are stressed: children’s perspectives and school-age educare centres as a social and educational practice. Data was constructed through walk-and-talk conversations supported by photos from a digital camera. The results are described through narratives that depict the children’s discourses in their school-age educare activity. The emerging discourses show that children’s perspectives are met in several ways but also that their perspectives are, in some respects, ignored. These results have the potential to contribute by helping to make children’s voices heard as a tool to change the social practices in school-age educare centres.

Keywords
Walk-and-talk conversations, school-age educare centres, children’s perspectives, discourse, narrative
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28493 (URN)10.3224/ijree.v2i2.19550 (DOI)
Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-11-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0890-6339

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