Eva Kane
Biographic Data
| ID | 3779787 |
|---|---|
| NAME | Eva Kane |
| GIVEN NAMES | Eva |
| FAMILY NAME | Kane |
| SIGNATURE | KANE E |
| AFFILIATIONS | Studi |
| ORCID | 0000-0002-7346-9382 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Leading school-age educare in Sweden: Regimes of practices and principals’ subjectivities
How do primary school principals responsible for Swedish school-age educare (SAEC) describe their work? By understanding the principals’ practise as a site of power relations within regimes of practises and, through this, exploring principal subjectivities, it becomes possible to reveal which types of educational leadership for school-age educare are normalised and made possible. In an analysis based on answers from primary school principals in a…
Making Magic Soup - The facilitation of play in school-age childcare
This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and …
Making Magic Soup - The facilitation of play in school-age childcare
This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and …
Making Magic Soup - The facilitation of play in school-age childcare
This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and …
Leading school-age educare in Sweden: Regimes of practices and principals’ subjectivities
How do primary school principals responsible for Swedish school-age educare (SAEC) describe their work? By understanding the principals’ practise as a site of power relations within regimes of practises and, through this, exploring principal subjectivities, it becomes possible to reveal which types of educational leadership for school-age educare are normalised and made possible. In an analysis based on answers from primary school principals in a…
Early Childhood Education and Development (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Computer Science (1 works) · Dialogic (1 works) · Facilitation (1 works) · Institution (1 works) · Parental Involvement in Education (1 works) · Pedagogy (1 works)