Content

IJREE – International Journal for Research on Extended Education
1-2021: Extended Education: Practices, Theories, and Activities

Sang Hoon Bae: Editor’s Preface

Special Section
Anna-Lena Ljusberg / Anna Klerfelt: A critical scrutiny and discussion of the significance of complementation and compensation viewed from different aspects of Extended Education in different countries
Karin Lager / Jan Gustafsson-Nyckel: Teachers Enacting Complementation and Compensation in a Practice under Strain – Policy and Practice in Swedish School-Age EduCare
Nanine Lilla / Marianne Schüpbach: Extended Education in Germany between Complementation and Compensation: An Analysis of Extracurricular Primary School Offerings With Regard to Content, Frequency, and Range, in Connection With the Composition of the Student Body
Anna Wallin / Paola Valero / Eva Norén: Activities and Values in School-Age Educare Mathematics
Linnéa Holmberg: To Teach Undercover: A Liberal Art of Rule
Ann-Carita Evaldsson: Examining Children’s Peer Play-in-Action: Micro Dramas and Collaborative Play Performances
Kirstin Kerr: Supporting “Slow Renewal”: Developments in Extended Education in High-Poverty Neighbourhoods in England

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Zusätzliche Informationen

Autor*innen

Anna-Lena Ljusberg

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Sang Hoon Bae

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Anna Klerfelt

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Karin Lager

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Jan Gustafsson-Nyckel

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Nanine Lilla

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Marianne Schüpbach

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Anna Wallin

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Paola Valero

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Eva Norén

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Linnéa Holmberg

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Ann-Carita Evaldsson

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Kirstin Kerr

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Schlagwörter

activities, advanced liberal rule, assets-based approaches, children’s play, community schools, compensation, complementary assignment, extended education, extracurricular offerings, fritidshem, Germany, Interviews, latent profile analysis, mathematics, micro dramas, micro-ethnography, peer cultures, policy enactment, primary school, school-age educare, situated activities, student composition, Sweden, systems change, values

Abstracts

Teachers Enacting Complementation and Compensation in a Practice under Strain – Policy and Practice in Swedish School-Age EduCare (Karin Lager, Jan Gustafsson-Nyckel)
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. Keywords: fritidshem, school-age educare, policy enactment, interviews, compensation
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Extended Education in Germany between Complementation and Compensation: An Analysis of Extracurricular Primary School Offerings With Regard to Content, Frequency, and Range, in Connection With the Composition of the Student Body (Nanine Lilla, Marianne Schüpbach)
All-day schools, the most common school form with extended education offerings in Germany, are expected to complement regular hours of school instruction with a wide array of offers and to compensate for origin-related educational gaps by providing specific offerings for disadvantaged students. Complementation and compensation can only be achieved by providing extracurricular offerings within the all-day school program suitable for the respective student body. This study empirically investigates the extracurricular offerings at 300 German primary schools with regard to their content, frequency, and range, in connection with the composition of the student body. Descriptive findings show high prevalence of homework assistance, remedial eaching, sports, and music/art. Conducting latent profile analysis, three distinct profiles of extracurricular school programs were identified depending on the extracurricular offerings provided. Schools with a student body with lower levels of linguistic competence and higher amounts of immigrant students were more likely schools providing homework assistance and a broad range of offerings. Our results suggest that offerings partially meet the specific needs of the student body, but that the potential is not yet fully exploited in order to bring about complementation and compensation. Keywords: extended education, extracurricular offerings, latent profile analysis, primary school, student composition
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Activities and Values in School-Age Educare Mathematics (Anna Wallin, Paola Valero, Eva Norén)
Based on an empirical study of policy enactment and mathematical enculturation in Swedish school-age educare, a conceptualization of mathematics as the assemblage of activities and values is proposed. Observations were analysed using policy enactment theory and the lens of mathematical activities. The result shows that making creations, describing relationships and addressing problems are mathematical activities evident in the practices of school-age educare. Values of plausibility, critical stance and connectedness are evident. This alternative conceptualization of mathematics offers possibilities for respecting a balance between education and care in practice. The result opens for alternative ways of thinking about mathematics as a complementing and compensating area that resists the tendency towards schoolification in educare. Keywords: extended education, mathematics, activities, values
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To Teach Undercover: A Liberal Art of Rule (Linnéa Holmberg)
School-age educare centres in Sweden have previously not engaged in teaching guided by objectives, but since 2016 there has been a legal requirement to do so as part of an assignment to complement the knowledge requirements in school. Through focus group discussions with children and school-age educare teachers this study explores how it is possible to teach in a voluntary educational programme such as school-age educare. The analysis problematises the voluntary nature of school-age educare in relation to the requirement to teach by using the concept liberal arts of rule while asking what can be governed and how one can govern in these centres. The results show that the children willingly participate in school-age educare since they experience themselves to be free and with great opportunities to play when in the centres. At the same time, the teachers fulfil the complementary assignment by disguising learning while teaching undercover. Keywords: extended education, school-age educare, complementary assignment, advanced liberal rule
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Examining Children’s Peer Play-in-Action: Micro Dramas and Collaborative Play Performances (Ann-Carita Evaldsson)
In this study, particular focus is on micro-ethnographic studies of children’s peer play-in-action and how children create shared peer cultures through their collaborative performances in situated game activities. It will be shown how children create micro dramas in play that serve as cultural frameworks to i) dramatize and transform experiences from the outside world; ii) playfully subvert hierarchies and gendered orders; and iii) comment upon and unravel controversial issues in their social life. The data are drawn from three sets of video-recorded data of children’s everyday play activities collected during fieldwork in separate school and after-school settings located in middle-class and low-income multiethnic suburban areas in Sweden. Keywords: children’s play, situated activities, peer cultures, micro dramas, micro-ethnography
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Supporting “Slow Renewal”: Developments in Extended Education in High-Poverty Neighbourhoods in England (Kirstin Kerr)
This paper explores how a small but growing number of schools in England are gradually extending their roles to act as, what I term, agents of “slow renewal”: supporting long-term change in children’s complex family and community environments, through a series of strategically-aligned, small-scale, locally-bespoke actions, intentionally planned to bring about incremental change. An empirical illustration of one such school is presented and its core features explored via four core concepts: socio-ecological perspectives on children’s outcomes, soft-systems change, assets-based development, and liminal space. Through this, the paper contributes a set of integrated conceptual principles on which schools working to support slow renewal can act and which challenge the values of market-driven education systems more generally. Keywords: community schools, extended education, assets-based approaches, systems change
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