<p>A free choice reform of compulsory schools was established in Sweden in the early 1990s. This study is about how families have reasoned and acted in relation to this reform and how their children, as a result, are dispersed to schools.</p><p>The study has been carried out in two distinctly different areas in one ofStockholm’s district councils – a middle-class suburb consisting of villas, and anotherarea made up of apartment houses with low income residents of mostly foreign backgrounds. Twenty-one families in different socio-economic positions were interviewed because they had either chosen a popular school or their child had remained in a school that was less favoured. The concepts, practical sense, habitus, capital and distribution, as used by the French sociologist Pierre Bourdieu, constitute the theoretical framework and support the analyses. Interview methods are also borrowed from Bourdieu.</p><p>The interviews with families are compiled into chapters based on the families’practices, that is, to what schools their children are dispersed.</p><p>Findings show that the families’ decisions about schools are not made along rationalchoice models, as assumed. Processes are complex and structural factors are of greatimportance. These factors together with the families’ resources decide how pupils are distributed to schools. Cultural, or informational capital are most significant. Habitus and practical sense decide how choices are made in the family. Families’ socioeconomic situation and the circumstances governing choices and decision making about schools vary regarding shortage and necessity on the one hand and the “luxury” of being ambivalent, on the other. These factors effect what schools the child ends up in. This may have significant implications for the child, since the quality of schools varies extensively. The system produces winners and losers, meaning that an equivalent educational system is difficult to maintain.</p>

<p>Sammanfattning och förord Studien fokuserar på lärarstudenters syn på fritidspedagogens roll för fostran av barn på fritidshem. Den franske sociologen Bourdieu och hans tankar om socialisation är studiens huvudsakliga teoretiska perspektiv. Bourdieu talar om fält, kapital, praktiskt sinne och habitus. I min studie jämför jag Bourdiues tankar med några pedagoger såsom Dewey och Säljö vilkas arbete är mer sociokulturell inriktat. För att tydliggöra hur fostran av barn på fritidshem sker har jag intervjuat tio blivande lärarstudenter vilka studerar med inriktning mot fritidshemmets pedagogik. Jag genomförde intervjuerna individuellt och i mindre grupper. De svar som framkom vid intervjuerna synliggjorde två huvudinriktningar bland de intervjuade lärarstudenterna med avseende på fostran, explicit fostran och implicit fostran. Några av de blivande fritidspedagogerna såg inledningsvis sin roll som fostrare som en del av explicit fostran, till exempel när regler utarbetas och när barnen behöver tillrättavisas då regler bryts. Den andra gruppen av lärarstudenter såg sin roll som fostrare på fritidshem som en del av implicit fostran. De såg att implicit fostran äger rum inom fritidsverksamheten vid alla tillfällen då inte explicit fostran förekommer. Resultatet visar fritidspedagogernas oerhört viktiga arbete som förebilder och fostrare för barn på fritidshem, i samarbete med barnens föräldrar. Min handledare, professor Inge Johansson, har varit ett gott stöd för min studie och gett mig många värdefulla synpunkter. Det är en stor förmån att ha en handledare som är en av de ledande forskarna inom fritidshemmens verksamhetsfält. Ett gott stöd har jag även haft av min familj, vilka läst och kommenterat mina texter. Nyckelord Fritidshem, fostran, social fostran, Bourdieu, fält, kapital, praktiskt sinne, habitus</p><p>This study focuses student teachers’ views on the role of leisure time pedagogues in educating children at leisure time centres. The French sociologist Bourdieu and his ideas of socialisation are the main theoretical basis for my study. Bourdieu talks about fields, capital, practical sense and habitus. In the study I also compare Bourdiues ideas with the ideas of other pedagogues, such as Dewey and Säljö, whose works are more concerned with sociocultural education. In order to clarify the idea of educating children at leisure time centres I made interviews with 10 student teachers who are studying to become leisure time pedagogues. I held the interviews in small groups or with one subject at a time. The interviews in the study imply that there are two main ways of educating children among the student teachers; the explicit way of education and the implicit way of education. Some of the prospective leisure time pedagogues initially notice their part in the explicit way of educating children, i.e. when the rules of the leisure time centre are made up and when those rules are broken and they have to reprove the children. The other student teachers recognize the educating of children at the leisure time centre when they look at implicit education. Those prospective leisure time pedagogues find that implicit education is what you continually do at the leisure time centre under the condition that no explicit education takes place. This way of educating children seems to characteristic of leisure time pedagogues who truly engage in their work and take a genuine interest in children. The results indicate that the leisure time pedagogues have an important work to do as trainers for young people. Keywords Leisure time centres, education, social education, Bourdieu, fields, capital, practical sense, habitus</p>

A free choice reform of compulsory schools was established in Sweden in the early 1990s. This study is about how families have reasoned and acted in relation to this reform and how their children, as a result, are dispersed to schools. The study has been carried out in two distinctly different areas in one ofStockholm’s district councils – a middle-class suburb consisting of villas, and anotherarea made up of apartment houses with low income residents of mostly foreign backgrounds. Twenty-one families in different socio-economic positions were interviewed because they had either chosen a popular school or their child had remained in a school that was less favoured. The concepts, practical sense, habitus, capital and distribution, as used by the French sociologist Pierre Bourdieu, constitute the theoretical framework and support the analyses. Interview methods are also borrowed from Bourdieu. The interviews with families are compiled into chapters based on the families’practices, that is, to what schools their children are dispersed. Findings show that the families’ decisions about schools are not made along rationalchoice models, as assumed. Processes are complex and structural factors are of greatimportance. These factors together with the families’ resources decide how pupils are distributed to schools. Cultural, or informational capital are most significant. Habitus and practical sense decide how choices are made in the family. Families’ socioeconomic situation and the circumstances governing choices and decision making about schools vary regarding shortage and necessity on the one hand and the “luxury” of being ambivalent, on the other. These factors effect what schools the child ends up in. This may have significant implications for the child, since the quality of schools varies extensively. The system produces winners and losers, meaning that an equivalent educational system is difficult to maintain.

Sammanfattning och förord Studien fokuserar på lärarstudenters syn på fritidspedagogens roll för fostran av barn på fritidshem. Den franske sociologen Bourdieu och hans tankar om socialisation är studiens huvudsakliga teoretiska perspektiv. Bourdieu talar om fält, kapital, praktiskt sinne och habitus. I min studie jämför jag Bourdiues tankar med några pedagoger såsom Dewey och Säljö vilkas arbete är mer sociokulturell inriktat. För att tydliggöra hur fostran av barn på fritidshem sker har jag intervjuat tio blivande lärarstudenter vilka studerar med inriktning mot fritidshemmets pedagogik. Jag genomförde intervjuerna individuellt och i mindre grupper. De svar som framkom vid intervjuerna synliggjorde två huvudinriktningar bland de intervjuade lärarstudenterna med avseende på fostran, explicit fostran och implicit fostran. Några av de blivande fritidspedagogerna såg inledningsvis sin roll som fostrare som en del av explicit fostran, till exempel när regler utarbetas och när barnen behöver tillrättavisas då regler bryts. Den andra gruppen av lärarstudenter såg sin roll som fostrare på fritidshem som en del av implicit fostran. De såg att implicit fostran äger rum inom fritidsverksamheten vid alla tillfällen då inte explicit fostran förekommer. Resultatet visar fritidspedagogernas oerhört viktiga arbete som förebilder och fostrare för barn på fritidshem, i samarbete med barnens föräldrar. Min handledare, professor Inge Johansson, har varit ett gott stöd för min studie och gett mig många värdefulla synpunkter. Det är en stor förmån att ha en handledare som är en av de ledande forskarna inom fritidshemmens verksamhetsfält. Ett gott stöd har jag även haft av min familj, vilka läst och kommenterat mina texter. Nyckelord Fritidshem, fostran, social fostran, Bourdieu, fält, kapital, praktiskt sinne, habitus This study focuses student teachers’ views on the role of leisure time pedagogues in educating children at leisure time centres. The French sociologist Bourdieu and his ideas of socialisation are the main theoretical basis for my study. Bourdieu talks about fields, capital, practical sense and habitus. In the study I also compare Bourdiues ideas with the ideas of other pedagogues, such as Dewey and Säljö, whose works are more concerned with sociocultural education. In order to clarify the idea of educating children at leisure time centres I made interviews with 10 student teachers who are studying to become leisure time pedagogues. I held the interviews in small groups or with one subject at a time. The interviews in the study imply that there are two main ways of educating children among the student teachers; the explicit way of education and the implicit way of education. Some of the prospective leisure time pedagogues initially notice their part in the explicit way of educating children, i.e. when the rules of the leisure time centre are made up and when those rules are broken and they have to reprove the children. The other student teachers recognize the educating of children at the leisure time centre when they look at implicit education. Those prospective leisure time pedagogues find that implicit education is what you continually do at the leisure time centre under the condition that no explicit education takes place. This way of educating children seems to characteristic of leisure time pedagogues who truly engage in their work and take a genuine interest in children. The results indicate that the leisure time pedagogues have an important work to do as trainers for young people. Keywords Leisure time centres, education, social education, Bourdieu, fields, capital, practical sense, habitus