Spændingsfelter i livslang læring: Fritidsledere og pædagoger i efteruddannelse

Ellen Silleborg

    Publikation: Ph.d. afhandling/ kandidat/ diplomKandidatspecialeForskning

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    This thesis is about tensions in lifelong learning involving Swedish youth leaders and Danish pedagogues. Its aim is to describe tensions from an evaluator’s perspective in a supplementary training project. The project involved 24 pedagogues that had joined a three year EC-founded training project called Pedagogy & Leisure. They worked in groups of 6 and meet 12 times a year for 3 years. A full time employed project manager also attended each group meeting. A project board was put together to keep the project on track. I was hired to evaluate the project on behalf of LU Department of Education. As part of this I used action research as an inspiration. But my working method was most of all structured observations together with helping comments and ideas. During the project I noticed tensions between “professional skills”, “understanding of oneself”, “documentation requirements”, “writing”, “political ideas”, “describing methods”, “habitus”, “expectations”, “management” and others.
    The methodological perspective when writing this thesis is socio-cultural and critical and continues the focus on tensions.
    These tensions relate to the history of the EC-Commissions’ targets for lifelong learning. Today, economic growth and economic success blend together with human ideals as “learning to be one self”. These tensions also relate to the education of pedagogues and youth leaders, which is said to be superficial and in need of more regulation. They also relate to new public management, which, in turn, regards public institutions as a market mechanism: flexible and changeable at all times. These tensions furthermore relate to the youth leaders’ and pedagogues’ social background (working class, lower middle class, both used to top-down steering) and socialization. The atmosphere of the project meetings was heartfelt but not always very productive.
    The thesis sums up tensions in lifelong learning for leisure pedagogues and youth leaders in supplementary training, for example between the project boards’ idea about at valid neutral product and the intimate process among the leisure pedagogues and youth leaders. It is an important conclusion that youth leaders and leisure pedagogues have a hard time drawing a distinction between their intended ideology and their understanding of their daily work.
    Further examination of tensions could be based on how local authorities implement new policies and local authorities’ ideas about quality in supplementary training.
    StatusUdgivet - 2009


    • pædagogisk arbejde
    • aktionsforskning