Lärare, barn och lärande i kurslitteratur
In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Malmö University Press
2019-03-01
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| Series: | Educare |
| Subjects: | |
| Online Access: | https://ojs.mau.se/index.php/educare/article/view/409 |
| _version_ | 1797698588797566976 |
|---|---|
| author | Anna-Lena Ljusberg Linnéa Holmberg |
| author_facet | Anna-Lena Ljusberg Linnéa Holmberg |
| author_sort | Anna-Lena Ljusberg |
| collection | DOAJ |
| description | In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered experts on themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.
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| first_indexed | 2024-03-12T03:56:21Z |
| format | Article |
| id | doaj.art-0df68373c2c24fb3ad0163fdc2c088bb |
| institution | Directory Open Access Journal |
| issn | 2004-5190 |
| language | Danish |
| last_indexed | 2024-03-12T03:56:21Z |
| publishDate | 2019-03-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj.art-0df68373c2c24fb3ad0163fdc2c088bb2023-09-03T11:53:43ZdanMalmö University PressEducare2004-51902019-03-01310.24834/educare.2019.3.2Lärare, barn och lärande i kurslitteraturAnna-Lena Ljusberg0Linnéa Holmberg1Department of Child and Youth Studies, Stockholm UniversityDepartment of Child and Youth Studies, Stockholm UniversityIn recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered experts on themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development. https://ojs.mau.se/index.php/educare/article/view/409Course literatureideological dilemmaslearningschool-age educaresubject positioningteacher training |
| spellingShingle | Anna-Lena Ljusberg Linnéa Holmberg Lärare, barn och lärande i kurslitteratur Educare Course literature ideological dilemmas learning school-age educare subject positioning teacher training |
| title | Lärare, barn och lärande i kurslitteratur |
| title_full | Lärare, barn och lärande i kurslitteratur |
| title_fullStr | Lärare, barn och lärande i kurslitteratur |
| title_full_unstemmed | Lärare, barn och lärande i kurslitteratur |
| title_short | Lärare, barn och lärande i kurslitteratur |
| title_sort | larare barn och larande i kurslitteratur |
| topic | Course literature ideological dilemmas learning school-age educare subject positioning teacher training |
| url | https://ojs.mau.se/index.php/educare/article/view/409 |
| work_keys_str_mv | AT annalenaljusberg lararebarnochlarandeikurslitteratur AT linneaholmberg lararebarnochlarandeikurslitteratur |