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This article deals with interdisciplinary collaboration and conflicts concerning children in difficulties in school. By applying a practice approach to the multifarious, conflictual everyday life of interdisciplinary work, the article discusses and problematizes the dominant trope that quality assurance is best achieved through formal guidelines, strict organisation plans and clear legislation. This article suggests that we need to develop a conceptual framework that appreciates the situated, transformative, collaborative procedures through which interventions for children in difficulties are developed in practice; processes that are often overlooked in the endeavour, driven by a “longing for order”, of producing standardized models. In the article, such transformative processes are described in terms of “corridor casework” and “politics of everyday life”.
|Tidsskrift||Annual Review of Critical Psychology (Online)|
|Status||Udgivet - 2019|