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Teachers Enacting Complementation and Compensation in a Practice under Strain – Policy and Practice in Swedish School-Age EduCare

Karin Lager, Jan Gustafsson-Nyckel

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Abstract


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Abstract

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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Bibliography: Lager, Karin/Gustafsson-Nyckel, Jan: Teachers Enacting Complementation and Compensation in a Practice under Strain – Policy and Practice in Swedish School-Age EduCare, IJREE – International Journal for Research on Extended Education, Vol. 9, Issue 1-2021, pp. 7-21. https://doi.org/10.3224/ijree.v9i1.03

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Open Access License: This contribution is available in Open Access under the Creative Commons license CC BY 4.0 (Attribution 4.0 International) as of 07.04.2023. More information about the license and the terms of use can be found here.


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