Vad händer med fritidspedagogyrket och fritidshemspedagogiken i Sverige?

Abstract

Leisure-time pedagogues will often be left alone to handle the structural changes that impact on the
conditions for their profession. This article is based on a qualitative interview study and aims to explore
and discuss what happens with leisure-time pedagogues’ professional development and leisure-time
pedagogics in the aftermath of Swedish leisure-time centers incorporation in schools along with decentralization and education policies over the last decades. Analysis and interpretations draw on profession theories and concepts of Bourdieu’s sociological theory. The results show that the exercise of
the leisure-time pedagogic and its potential decrease in the leisure-time center and that the professional development of the leisure-time pedagogues to some extent is strengthened. In other cases the
role of the profession is undermined. These variations can be related to the local governance of each
school and to the strength of the leisure-time pedagogues’ collective base in the school unit.