Sofaer, pandekager og lyde fra flere verdener

Selskabelighed som fritidsinstitutionel samværsform

Resumé

Resumé
I fritidspædagogikken betragtes det som en væsentlig opgave at skabe grobund for børns og unges fællesskaber. I nærværende artikel undersøges, hvorledes fællesskaber kommer til syne og bliver til som samvær i fritidsinstitutionens rum. Undersøgelsen trækker på et feltarbejde i SFO’er og fritidsklubber som led i et forskningsprojekt om digitale fællesskaber. Med afsæt i nymaterialistisk og stedssensitiv teori anvendes empirien til at fremanalysere det komplekse samspil mellem mennesker, materialer og digitale teknologier i etableringer af børns og unges samvær. Analyserne demonstrerer, hvordan fritidsinstitutionens samværsform bliver til i et mellemrum mellem skole og hjem, hvor materialer, lyde og dufte er med til at skabe hjemlighed og uformelhed. I tråd med dette viser analyserne, hvorledes børns samvær omkring digitale medier er præget af vekslinger mellem stærk intensitet og flygtighed, der synes at afspejle den særlige fritidspædagogiske kontekst, hvor børn kommer og går, og hvor afbrydelser er et kendetegn. Sidst i artiklen introduceres med begrebet ’selskabelighed’ en metateoretisk ramme til at forstå børns samvær i fritidsinstitutionen som noget, der er uden et distinkt formål, men som samtidig ikke er formålsløst.

Abstract
Couches, pancakes and sounds from other worlds. Sociability as a mode of being together in after school clubs
In pedagogical practice, it is considered an important task to create opportunities for children’s and young people’s communities. This article analyses how communities occur and come into being as togetherness in the after school clubs. The empirical foundation of the paper is part of a study on digital communities in after school clubs for children between six and 11 years and young people between 12 and 15. The paper is theoretically founded in new materialism and place-sensitive theory and the analyses point to the complex interplay between humans, materials, and digital technologies when children and young people, respectively, are together. The analyses show that after school clubs are an ‘in-between space’ between school and home and togetherness is formed in an atmosphere, where materials, sounds and smells help to create homeliness and informality. Further, the analyses demonstrate how children’s time together around digital media is characterised by alternations between strong intensity and volatility. This seems to reflect the special after school club context, where children come and go, and where interruptions are a characteristic. In conclusion, we introduce the concept of ‘sociability’ as a meta-theoretical framework for understanding children’s socialising in the after school clubs as something that, on the one hand, is without a distinct purpose, but which, on the other hand, is not purposeless either.