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Becoming-player in school-age childcare
Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
2014 (Engelska)Ingår i: Reconceptualizing Educational Research Methodology (RERM), ISSN 1892-042X, E-ISSN 1892-042X, Vol. 5, nr 1, s. 18-31Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this paper is to explore if some of Deleuze and Guattari’s (1980/2004) concepts can contribute to our understanding of “playwork”, particularly among the school-age childcare staff required by governing documents to facilitate play in a school setting. The paper presents a reading of transcribed conversations with school-age childcare staff. We map how two staff teams described playing, and the (e)merging thoughts that surfaced during conversations. The reading challenges a dichotomous view of staff as play facilitators and children as players and we explore other possibilities for interpreting the events described by staff. It seems to us that when children and staff play, in the assemblage of the school-age childcare settings, they do schooling and playing simultaneously, overcoming the dichotomies apparent in educational policy.

Ort, förlag, år, upplaga, sidor
2014. Vol. 5, nr 1, s. 18-31
Nyckelord [en]
School-age childcare, play, playwork, Deleuze and Guattari
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
barn- och ungdomsvetenskap
Identifikatorer
URN: urn:nbn:se:hj:diva-34189DOI: 10.7577/rerm.947OAI: oai:DiVA.org:hj-34189DiVA, id: diva2:1052129
Tillgänglig från: 2015-09-04 Skapad: 2016-12-05 Senast uppdaterad: 2017-11-29Bibliografiskt granskad

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