Erweiterte institutionalisierte Freizeit an Tagesschulen und ambivalente Bedeutsamkeit aus der Perspektive von Schülerinnen und Schülern, sozialpädagogischen Fachkräften, Lehrkräften und Eltern

Chiapparini, Emanuela; Scholian, Andrea; Kappler, Christa; Schuler, Patricia (2020). Erweiterte institutionalisierte Freizeit an Tagesschulen und ambivalente Bedeutsamkeit aus der Perspektive von Schülerinnen und Schülern, sozialpädagogischen Fachkräften, Lehrkräften und Eltern In: Schilling, Elisabeth; O'Neill, Maggie (eds.) Frontiers in Time Research - Einführung in die interdisziplinäre Zeitforschung (pp. 211-234). Wiesbaden: Springer VS

[img] Text
Erweiterte institutionalisierte Freizeit an Tagesschulen_Chiapparini_et al._2020.pdf - Accepted Version
Restricted to registered users only until 1 December 2022.
Available under License Publisher holds Copyright.

Download (289kB) | Request a copy
[img] Text (Fotokopie)
Chiapparini 2020_Erweiterete institutionalisierte Freizeit.pdf - Published Version
Restricted to registered users only
Available under License Publisher holds Copyright.

Download (28MB) | Request a copy

As part of the expansion of all-day schools in Switzerland, leisure time is being shifted to the school context. Pupils are increasingly present at school during lunchtime and in the afternoons. The extensive leisure time in the institutional context opens up the possibility of expanding the school's understanding of education (Chiapparini, Kappler & Schuler 2018). Until now, this was almost exclusively focused on teaching and is now to be expanded to include political and moral personality development (Scherr, 2008; Mansel & Hurrelmann 2003). At the same time, fears of the scholarization of leisure time are growing (Fölling-Albers 2000) and doubts as to whether more time in school will actually lead to more formal education (Idel, Reh & Fritzsche 2009). In view of these contrasting contexts, the main question that arises is how pupils perceive and shape the extended school time and the institutionalized leisure time that takes place in it. Subsequently, the significance of extended leisure time at school must be clarified from the perspective of socio-educational specialists, teachers and parents. The research project on pedagogical responsibilities at day schools in Zurich, which is funded by the Swiss National Science Foundation (SNSF), provides a suitable data basis for this purpose. The contribution presents the methods and the methodological reflections on researching extended and institutionalized time as well as the concept and significance of “leisure” in the school context. Using the findings of the study, the paper discusses the research approach.

Item Type:

Book Section (Book Chapter)

Division/Institute:

School of Social Work > Social Intervention focus area
School of Social Work > S Teaching
School of Social Work
School of Social Work > Institute for Childhood, Youth and Family

Name:

Chiapparini, Emanuela;
Scholian, Andrea;
Kappler, Christa;
Schuler, Patricia;
Schilling, Elisabeth and
O'Neill, Maggie

Subjects:

H Social Sciences > H Social Sciences (General)
H Social Sciences > HN Social history and conditions. Social problems. Social reform
L Education > L Education (General)

ISBN:

978-3-658-31251-0

Publisher:

Springer VS

Language:

German

Submitter:

Emanuela Chiapparini

Date Deposited:

16 Nov 2020 12:34

Last Modified:

28 Jan 2022 14:24

Additional Information:

ISBN 978-3-658-31252-7 (online)

ARBOR DOI:

10.24451/arbor.11661

URI:

https://arbor.bfh.ch/id/eprint/11661

Actions (login required)

View Item View Item
Provide Feedback