På väg att (om)skapa fritidshemskulturer.: Om visioner, gränsdragningar och identitetsarbete

Abstract

The study is based on an action research project with teachers from eight after-school departments,
located in three Swedish schools. The overall aim for the participating schools was to initiate, and implement ideas for development of after school care activities in schools. The empirical material in this
article consists of conversations between the researchers and the teachers within the frame of the project. Focus in the article is on how teachers describe the boundaries between after-school care and
school, as well as the descriptions of core activities of the after-school care, which is related to how
after-school cultures and identities may be created. The results of the study reveal that culture and
identity are seen as important issues, which may be due to major reforms that have been taken place
during the past two decades. The teachers emphasize the need for clarity concerning both the professional role and the educational mission of the after-school care, in order to meet curriculum goals and
to capitalize the teacher’s specific competencies in school as well as at after-school care.