This project researches recess at a school in Copenhagen, from the question of inquiry: How to “do” recess? And which discourses and positionings are available? Methodically, participating observational studies and walk’n talk is used. Through Foucault's historical understanding of subjectivity and the history of Danish school’s socio-cultural development of recess since the 1700s is described. Inspired by Foucault's instruments of thought children in recess are analyzed in relation to adults, space and other children, and discourses and positioning are illuminated to make sense of the way children are “doing” recess. In the traditional recess the children expressed a discourse of freedom, which enables some specific positionings. Hereafter the teacher structured recess and its impact on children are discussed, as well as increased surveillance of children and the decrease of their freedom. This emphasises an increased panoptic tendency at recess, which can compromise children's freedom discourse.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||23 jan. 2015|