Foregribelsens dialektik: ”skolens” nærvær i børnehavens pædagogiske værdiunivers
Abstract: The article presents a study of some 700 day-care staff member’s attitudes towards children’s transition from kindergarten to a coming life as pupils in the school system. The transition is studied as rites of passage and as ascesis along the concept of Bildung. In addition findings are a...
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| Format: | Article |
| Language: | Danish |
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Høgskolen i Oslo og Akershus
2015-09-01
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| Series: | Nordisk Barnehageforskning |
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| Online Access: | https://journals.hioa.no/index.php/nbf/article/view/998 |
| Summary: | Abstract: The article presents a study of some 700 day-care staff member’s attitudes towards children’s transition from kindergarten to a coming life as pupils in the school system. The transition is studied as rites of passage and as ascesis along the concept of Bildung. In addition findings are also analyzed along the value horizon of autonomy and conformity. The theoretical approach is based on the framework developed by Pierre Bourdieu, and the Grid Group Cultural Theory of Mary Douglas. The empirical part consists of answers to a questionnaire from some 700 staff members of 80 kindergartens in two Danish municipalities. The conclusions points to a high potential of conformist values and points to the long ignored ascetic dimension of Bildung as a central issue in the educational efforts of transition.
Sammendrag: Artiklen præsenterer fundene fra en undersøgelse af børnehaveansattes holdninger til forberedelsen af børnene frem mod deres kommende liv som elever i skolesystemet. Overgangen er undersøgt som ritualer og askese i forlængelse af dannelsesbegrebet. Forskningsarbejdet i sin helhed bygger på Pierre Bourdieus og på Mary Douglas’ teoretiske rammeværk. Den empiriske del består af spørgeskemabesvarelser fra 700 ansatte i 80 børnehaver i to danske kommuner. Data her fra er analyseret langs en værdiakse fra konformitet til autonomi. Konklusionen peger på en klar tilbøjelighed i personalets pædagogiske værdier mod vægtning af konformitet og ikke autonomi i arbejdet med børnenes overgang til skolelivet. Endelig drøftes en miskendt side ved de pædagogiske dannelsesambitioner i form af de afkald, et dannelsesarbejde forudsætter.
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| ISSN: | 1890-9167 |