Barndomskonstruktioner i skole-hjem-relationen i Danmark: – et kritisk blik

Sammendrag

Denne artikel fokuserer på de – ofte implicitte – barndomsforestillinger der produceres i skole-hjemrelationen i retorikker og dominerende forestillinger om, hvad skole-hjem-relationerne skal handle om i en dansk kontekst. Artiklen kaster et kritisk blik på de senere års ændringer ved at anskue skolehjem-samarbejde i et barndoms- og generationsperspektiv. Der argumenteres for at der er sket en tendentiel øgning i voksen-monitoreringen af børn som følge af en øget samordning/sammensmeltning af de voksen-positioner de møder i hjemmet (forældrene) og skolen (lærere). Denne bevægelse er led i en mere omfattende og institutionalisering af børns liv idet den også omfatter det der tidligere blev opfattet som børns fritidsinstitutioner (børnehave, fritidshjem). Samtidig har staten i stigende grad bemyndiget sig selv til at intervenere i familiens indre liv; ikke blot i dens skabelse af det ‘private barn’, men også ved at forpligte familien på at være medskaber af ‘det offentlige barn’, herunder ikke mindst dets funktion som kommende arbejdskraft.

English abstract

This article focuses on the – often implicit – understandings of childhood produced in rhetorics on home-school relations and in dominant understandings of what home-school-relations is about in a Danish context. The article critically examines recent years’ changes by analysing these changes from a childhood and generational perspective. It is argued that there has been an increased adult-monitoring of children as a result of increased coordination/ amalgamation of the adult positions the children meet at home (with parents) and school (with teachers). This movement is part of a more comprehensive institutionalization of children’s lives as it includes children’s life in institutions that previously was considered part of children’s leisure time (kindergarten, after-school clubs etc.). At the same time, the changes reveal how the state has authorized itself to intervene in the inner life of the family not only in its creation of the ‘private child’, but also to oblige the family to be co-creator of the ‘public child’ thereby emphasizing the child’s function as future working force.