The material (two focus groups, one interview) has been transcribed, coded and themed. Play practices intertwined with schools’ practice architectures can be called play practice architectures (Kane, 2015). This paper focusses on how staff talk about their particular play practice architecture. Facilitating play is part of school-age educare practice. School-age educare staff´s practice is enabled and constrained by the schools’ practice architectures: the “cultural-discursive, material-economic and social-political arrangements” with which they are intertwined (Kemmis et al., 2014). The study explores how staff in one setting describe their “integrationsfritids” (integrative school-age educare). Some school-age educare settings in Sweden have many newly arrived children. Eva Kane, PhD, senior lecturer, Child and Youth studies, Stocholm University, Sweden Abstract Play as interculturality in the compensatory practice of school-age educate
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