Rum for kvalifikation, plads til inklusion? - om mødet mellem børn, rum og pædagogik i den danske folkeskole

Abstract

The research question in this article is: What spaces and roles do pedagogues create in the tension between qualification and inclusion after the school reform in Denmark in 2014? Based on ethnographic studies carried out in two Danish Primary Schools, the article focuses on the work of pedagogues in the Danish Primary school after a school reform in 2014. The analysis unfolds through a study of the relationship between space and pedagogy. In the empirical data on which the analysis is based, space appears as a significant marker in the various types of pedagogy that is constituted. With the school reform pedagogues are invited into new spaces. These spaces are dominated by a political and societal agenda focusing on efficiency and qualification in school. In the daily practice this agenda collides with the ambition of inclusive learning environments. The encounter between qualification and inclusion represents a paradox that affects the daily work of the pedagogues.

Keywords

• Primary School
• leisure-time pedagogy
• space
• roles
• ethnographic studies