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Reconstructed task orientation and local time governance in compulsory schools: The Swedish case
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings.
2007 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, Vol. 28, no 6, 783-796 p.Article in journal (Refereed) Published
Abstract [en]

Recently, a five-year trial period without a set timetable for compulsory school education in 79 municipalities was concluded in Sweden. The overall idea of the trial was to facilitate local participation, local time governance and flexible learning. Within the pilot trial, each individual pupil's school activities were supposed to be designed to suit his/her needs, interests and prerequisites. This article examines how teachers, principals and students describe students' schoolwork as being located in the intersection between school/home, work/leisure, time/task and individual/collective spheres. Three empirical studies indicate that the essential part of new temporal habits of school concerns a reconstructed task orientation. Time has been taken into the service of tasks and clock-time is not always a taken for granted regulator in educational settings. Potential disadvantages with a more task-oriented education are also discussed.

Place, publisher, year, edition, pages
2007. Vol. 28, no 6, 783-796 p.
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-48111DOI: 10.1080/01425690701610126OAI: diva2:269007
Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2011-01-11

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Westlund, Ingrid
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