Open AccessTeachers Enacting Complementation and Compensation in a Practice under Strain – Policy and Practice in Swedish School-Age EduCare
Author(s) -
Karin Lager,
Jan Gustafsson-Nyckel
Publication year - 2022
Publication title -
international journal for research on extended education
Language(s) - English
Resource type - Journals
eISSN - 2196-7423
pISSN - 2196-3673
DOI - 10.3224/ijree.v9i1.03
Subject(s) - mandate , compensation (psychology) , sociology , pedagogy , psychology , social psychology , political science , law
The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.