Att ge mening åt samverkansuppdraget : Professionella spänningar mellan skola och fritidshem

Sammanfattning

The aim of this study is to examine how collaboration between compulsory school andschool-age educare is constructed in the talk of primary school teachers and teachers inschool-age educare, how responsibility, roles and professional agency are made meaningfulwithin these constructions, and to identify the professional tensions expressed therein. Thestudy is based on a social constructionist perspective and applies critical discourse analysisinspired by Norman Fairclough as its theoretical and analytical framework. The empiricalmaterial consists of semi-structured interviews with eleven participants working in primaryschool and school-age educare in two Swedish municipalities. The analysis was conductedusing Fairclough’s three-dimensional model, focusing on text, discursive practice, and socialpractice. The findings show that collaboration is constructed as both desirable and selfevident,while simultaneously characterized by ambiguity, local variations, and asymmetriesin responsibility and professional agency. Compulsory school is often positioned asnormative, whereas school-age educare is primarily described as supportive and flexible inrelation to the needs of the school. The study also highlights how the relational and careorientedpedagogy of school-age educare risks being assigned lower pedagogical legitimacycompared to the knowledge-oriented discourse of compulsory schooling. Overall, the studydemonstrates how organizational and discursive conditions shape the understanding andnegotiation of professional roles, responsibility, and collaboration in participants’ talk.