Scientific writing is a key feature of academic work often connected to publication pressure, fear of failure, and stress. In addition, there are many academics describing negative experiences of peer-review and feedback. To enhance a positive academic work environment, reduce writer’s block and stress related to sharing and receiving feedback on scientific texts, feedforward can be a useful option. When testing feedforward in a hybrid structured feedforward event with a multidisciplinary supervisor panel, it was evident that feedforward is still experienced as novel and empowering both for PhD students and senior researchers. This intensifies the need for feedforward as a tool to promote productive scientific writing and a positive work environment in academia.

Fritidshemmets traditionella pedagogik utmanas idag och alltmer av dess verksamhet riktas mot utbildning. Fritidshemmet ska både erbjuda elever en meningsfull fritid och undervisning kopplad till ett centralt innehåll. För att lyckas med detta dubbla läroplansuppdrag behöver fritidshemmet bland annat en pedagogik som, även framöver, bygger på elevers delaktighet, socialt och relationellt lärande. Fritidshemmet har en lång pedagogisk tradition som institution, och den här boken belyser hur uppdrag, mål, styrning och innehåll har förändrats över tid. Den första delen av Fritidshemmets pedagogik i en ny tid beskriver förändringar i fritidshemmets uppdrag, profession och den socialpedagogiska traditionen. Bokens andra del innehåller kapitel om likvärdighet, kvalitet och dagens utbildning till lärare i fritidshem. Den tredje delen handlar om fritidshemmets innehåll och tar sin utgångspunkt i didaktik och barns perspektiv. I bokens andra upplaga har samtliga kapitel uppdaterats och tre nya kapitel tillkommit. Dessa nya kapitel diskuterar estetisk verksamhet i fritidshemmet, arbetet med lärande för hållbar utveckling samt sociala relationer och delaktighet i relation till den digitala världen. Bokens redaktörer (Björn Haglund, Jan Gustafsson Nyckel och Karin Lager är forskare och lärarutbildare med inriktning mot fritidshemmets pedagogik. De har alla en bakgrund som fritidspedagoger och har genom mötet med lärarstudenter, fritidshemspersonal och forskning på olika sätt studerat fritidshemmet.

Fritidshemmets pedagogik i en ny tid Kapitlet handlar om att fritidshemmet under sina drygt hundra år som institution genomgått stora förändringar. En av dessa förändringar är rörelsen från en socialpedagogisk tradition och arbetssätt till dagens läroplan (Skolverket, 2022) och dess betoning på undervisning och meningsfull fritid. Det är en förskjutning som berör fritidshemmets samhällsfunktion, innehåll och mål och som bygger på tankar från John Dewey (1902), en amerikansk filosof och pedagog. Han pekade på den grundläggande frågan inom varje pedagogisk verksamhet: Vilket är förhållandet mellan de värden och kunskaper som barnet (eleven) ska inhämta och utveckla (i fritidshemmet) och barnets egna intressen och vardagsliv? Hur detta förhållande formas och ser ut är ett uttryck för hur utbildningsinstitutionen ser på sitt samhällsuppdrag, kunskaper och mål. Fritidshemmets förskjutning kan beskrivas som en rörelse från arbetsstugans starka betoning på socialisation (en process som börjar under barndomen och genom vilken individer förvärvar samhällets värderingar, vanor och attityder) och kvalifikation (genom kunskaper och betyg inför ett framtida yrkesliv) till dagens reviderade läroplan (Skolverket, 2022) där kvalifikation och individualisering betonas mer än socialisation. Att ha kännedom och kunskap om fritidshemmets bakgrund i socialpedagogiska traditioner samt om den förskjutning och förändring som skett gällande institutionens samhällsfunktion, innehåll och mål är en viktig del av fritidspedagogers och lärare i fritidshems professionskunskap och yrkeskunnande.

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] 

This article is a response to the need for comparative and critical studies of preschool as a local practice and examines the recontextualization of quality in Early childhood education and care. The aim of this meta-ethnographic study is to investigate how neoliberal policy discourses on quality are recontextualized and embedded in local early childhood and care institutional practices. A central concept in the analysis is recontextualization, and our pre-understanding of how neoliberal policy discourses are travelling and transformed from official to local policy that is embedded in the preschools’ work with quality as an institutional practice.

The findings show how neoliberal policy discourses on quality is recontextualized, transformed and embedded in local institutional practices with different results and responses. The analysis uncovers three strategic, institutional responses as Enacting through acquiescence response, Defiance response as resistance and obfuscation of class, gender, and post-colonial perspective. 

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] 

The aim of this article is to investigate how children perceive and experience their opportunities to create meaningful leisure time in Swedish school-age educare. In this study, children’s perspectives on meaningful leisure time are investigated through interviews with 170 children aged 6-11 years in 45 groups. The theory of structuration is used to analyse children’s agency in relation to structure, and the findings are presented as four different practices and themes: Strategic actions in collective practices, Shared meaningful leisure time in normative practices, The struggle for meaning in individual practices, and Lack of affordance in meaningless practices. The results are discussed in relation to children’s agency and the conditions for daily practice, which show that children use both individual and collective strategies as well as resistance to create meaningful leisure time. In addition, the study also shows that in a collective organization, friends are the children´s most important resource in school-age educare. The result is interpreted with help from a dualistic perspective on how meaningfulness is created.

The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.

The aim with this paper is to explore teacher’s enactment of new policy in Swedisch schoolage educare. There has been numerous of policy changes in Swedish school-age educare in line with educational reforms across Europe. As a result of these policy changes, the school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational goals and content. In this paper we investigate how these policy changes has affected and transformed the everyday practice for the staff working in these settings and in our analysis, we take our point of departure in policy enactment theory (Ball, Maguire & Braun 2012). Policy enactment theory is focusing the policy process of how policy is transformed into practice and we are interested in how policy is enacted in specific school-age educare settings. This specific paper contains of group interviews with 53 staff interviewed in 12 groups considering the latest 20 years of changes. In each setting the member of the staff was interviewed through focus groups. The result highlight that, enacting new policy in school-age educare contains being restrained by materiality in several ways. School-age educare has limited mandate to impact their situation. The interpretive perspective indicates that someone else then the educated staff has precedence to interpret and formulate the objectives in school-age educare. Further the analysis highlights a mix of competing discourses in this new policy enactment process, from discourses of problematic children to discourses of hope for change.