Doing and resisting pupilness in Swedish school-age educare

This is a reflection on pupilness as a position/positioning/action within the Swedish school-age educare (SAEC) setting and the norms and values related to this. The aim is to explore what kind(s) of pupil that is constructed in SAEC and how children relate to and act in relation to the norms of the SAEC and thus perform pupilness in different ways. Lastly, the issue of language is considered – what it means to be verbally positioned as “pupil” and what this entails in practice and in research.