Abstract
This article analyzes the work of pedagogues in the Danish Primary School and Leisuretime
Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in
the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial,
and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological
theories our analysis suggests a new concept: timeagogy. Timeagogy is a rising phenomenon
deriving from the tense relationship between societal acceleration and renewed pedagogical demands
on the one hand, and the pedagogue’s subjective practices on the other
Center. With a reform in 2014, schooldays are prolonged and hours for leisure-time pedagogy in
the afternoons have become fewer. Time pressure and a focus on effectiveness have become crucial,
and core pedagogical ideas are seemingly changing. On the basis of qualitative data material and sociological
theories our analysis suggests a new concept: timeagogy. Timeagogy is a rising phenomenon
deriving from the tense relationship between societal acceleration and renewed pedagogical demands
on the one hand, and the pedagogue’s subjective practices on the other
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | IJREE – International Journal for Research on Extended Education |
| Vol/bind | 5 |
| Udgave nummer | 2 |
| Sider (fra-til) | 164-177 |
| Antal sider | 14 |
| ISSN | 2196-3673 |
| DOI | |
| Status | Udgivet - 2018 |
Emneord
- Børn og unge
- Læring, pædagogik og undervisning
- Uddannelse, professioner og erhverv