From pedagogy to timeagogy? Leisure-time pedagogues handling time in the reformed Danish Primary School and Leisure-time Center

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From pedagogy to timeagogy?
Leisure-time pedagogues
handling time in the reformed
Danish Primary School and
Leisure-time Center
(Presented in English)
Research topic/aim: In 2014, the Danish Primary School was
reformed. A reform that meant longer school days,
emphasizing varied learning environments and
better results for each pupil regardless of social
background. In general, the reform matches other
educational reforms in an era of effectiveness,
measurement and focus on results. For leisure-time
pedagogues, the reform has resulted in more hours
of work during formal school activities. Tight
timetables seemingly dominate, and a substantially
part of the pedagogues’ tasks now feature built-in
requirements demanding effectiveness and
academic outcomes. In our presentation, launching
the concept of timeagogy, we analyze and discuss
the encounter between time and pedagogy. Which
strategies, techniques and action evolve when time
challenges pedagogy? How do pedagogues handle
time demands and in which way does time
constitute the professional identity of leisure-time
Theoretical and methodological
framework: Our empirical material consists of
different data types. Part of the data is ethnographic
participant observations carried out in two Danish
primary schools. During the period of observations,
the informants kept a diary, in which they wrote
down general reflections regarding their tasks and
challenges during the day. Finally, the observations
and data from the diaries were accompanied by
qualitative semi-structured interviews, carried out as
focus group interviews. The theoretical framework
of the analysis is based on concepts from Foucault
and Bourdieu and theories from the fields of
sociology of time and sociology of emotions.
Conclusions/findings: The meeting between time
and pedagogy seems to create a field of tension in
the daily routines and tasks of the leisure-time
pedagogues. Traditional keywords in leisure-time
pedagogy such as relation, well-being, autonomy
and care rely on their own logics, and today these
crucial pedagogical aspects are squeezed into a
renewed logic - the logic of timeagogy. The relation
between the pedagogue and the child is dominated
by timetables and the accelerated demand for
effectiveness contributes to increasing
amounts of discipline techniques and new
requirements in relation to the pedagogues’
skills in classroom management.
Seemingly, the enhanced encounter
between time and pedagogy both provide
potentials and pitfalls, triggering different,
often ambivalent, emotional reactions. In
some cases, the new role of the pedagogues and
the strongly structured practice creates a stronger
sense of professional identity and a feeling of
satisfaction and professional pride. In others cases
the constant time pressure enforces feelings of
anger, cynicism, exhaustion, disillusion and
Relevance to Nordic educational
research: Our research offers in-depth insights
concerning national restructuring within the Danish
school system. Insights that can cultivate important
discussions on how timeagogy and demands of
effectiveness challenge traditional values of equality
and solidarity in our nordic educational systems, and
how such transformations affect different
groups of pupils.
StatusUdgivet - 2016
BegivenhedNERA: Social Justice, Equality and Solidarity - Helsinki, Helsinki, Finland
Varighed: 9 mar. 201611 mar. 2016




  • Læring, pædagogik og undervisning
  • Uddannelse, professioner og erhverv