Walk-and-Talk Conversations: a Way to Elicit Children’s Perspectives and Prominent Discourses in School-Age Educare

Abstract

Abstract

This article highlights the discourses of children and leisure-time pedagogues regarding ways the activity at two different Swedish school-age educare centres are mutually constructed. Two different topics are stressed: children’s perspectives and school-age educare centres as a social and educational practice. Data was constructed through walkand- talk conversations supported by photos from a digital camera. The results are described through narratives that depict the children’s discourses in their school-age educare activity. The emerging discourses show that children’s perspectives are met in several ways but also that their perspectives are, in some respects, ignored. These results have the potential to contribute by helping to make children’s voices heard as a tool to change the social practices in school-age educare centres.

Keywords: Walk-and-talk conversations, school-age educare centres, children’s perspectives, discourse, narrative

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Bibliography: Klerfelt, Anna/Haglund, Björn: Walk-and-Talk Conversations: a Way to Elicit Children’s Perspectives and Prominent Discourses in School-Age Educare, IJREE, Vol. 2, Issue 2-2014, pp. 119-134.
https://doi.org/10.3224/ijree.v2i2.19550