Research project Impossible Possibilities? School-Age Educare as a Problem-Solver in Times of Uncertainty and Change

School-age educare is a form of education tasked with addressing a wide range of problems and shortcomings that other parts of society are unable, lack the time, or are unwilling to address. In many ways, it functions as a safety net, catching and caring for children who, for various reasons, are seen as falling. A very large proportion of children aged six to nine are channelled through school-age educare, making it a convenient setting in which to rectify what society regards as deficient or undesirable, and to shape and guide children in accordance with prevailing political and civic ideals.

Problem-solving is not explicitly identified as part of the remit or purpose of school-age educare, yet it constitutes much of what this form of education is expected to involve. Its practical role as an arena for problem-solving is linked to its voluntary nature: children are not obliged to attend, which in turn means that its content is not overly regulated or prescribed in detail. This leaves room for ambitions to address a range of problems. So-called problematic behaviours, (in)abilities, conditions and situations that other parts of society are deemed unable to address appropriately or adequately must be attended to, worked through and transformed into more appropriate and socially acceptable forms within school-age educare. Differences and diversity are to be treated as assets. School-age educare thus functions as an enabling institution, and it is precisely this role that provides the starting point for the present research project.