Leisure-time pedagogues in the culture of assessment and achievment: an (im)possible coexistence?
2014 (English)Conference paper, Abstract (Refereed)
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
IdentifiersURN: urn:nbn:se:umu:diva-96198OAI: oai:DiVA.org:umu-96198DiVA: diva2:762592
NERA 42nd Congress, Education for Sustainable Development, Lillehammer, March 5-7, 2014