On the move from pedagogy to timeagogy? Or how time constitutes the work of pedagogues in the Danish Primary School and Leisure-time Center

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