Spänningar i demokratiuppdraget : Fritidslärarens upplevelser av att arbeta demokratiskt i klassrummet, på fritids och i samverkan däremellan.

Sammanfattning

The purpose of this essay is to discuss how how leisure-time teachers interpret the democratic mission in accordance with the different roles of a teacher. The main focus is how teachers interpret the use of power to lead pupils' to independence. We gathered empirical data from four different leisure-time teachers by using a qualitative methodology in the form of semi-structured interviews. We interpreted our empirical material by using discourse analysis and self-determination theory which provided different perspectives on the empirical data. The opportunities and obstacles that occur when the leisure-time teacher works between the classroom, the leisure-time center and activities in between has been analyzed throgh different themes. Some examples of themes are closed classrooms where the focus is dealing with how the leisure-time teachers experience difficulties when they want to work with democracy because of limited influence. Another example is that supportive democracy deals with how they view the democratic mission as an opportunity to support pupils into self-determination. The last example is pupils' influence where the leisure-time teachers try to get the pupils to have influence by affecting their inner motivation to make the activities meaningful. The essay emphasizes how teachers deal with the tension between the pupils' autonomy and the schools obligation to lead them in a certain direction.