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Leisure-time pedagogues in the culture of assessment and achievment: an (im)possible coexistence?
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2014 (English)Conference paper, Abstract (Refereed)
Abstract [en]

This paper presents and discusses the results from a study about Swedish leisure-time pedagogues´ professional identity and how the identity changes as a consequence of altered governance and resulting new tasks. The empirical data in the study are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and Bourdieu's sociological theories with concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues' profession. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, reduced resources, and closer links between leisure-time centres and schools. The possible clash between the more traditional work ethos of leisure-time pedagogues and the belonging to the culture of assessment and achievement discusses in the paper. The paper also presents and discusses that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues' professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible and the leisure-time pedagogues' professional identity can be understood in different ways. The differences that are found are related to the local governance of schools' organisation; to what extent the leisure-time pedagogues' work is placed in the compulsory school day; and how strong the leisure-time pedagogues' collective base is in the school unit.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:umu:diva-96198OAI: diva2:762592
NERA 42nd Congress, Education for Sustainable Development, Lillehammer, March 5-7, 2014
Available from: 2014-11-12 Created: 2014-11-12 Last updated: 2014-12-11Bibliographically approved

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Andersson, Birgit
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Department of applied educational science
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