Maila till Linnéa Holmberg (linnea.holmberg@buv.su.se) eller Christina Grewell (christina.grewell@miun.se). 

Sidan uppdateras ungefär en gång per månad.

Extended education in the Nordic welfare states is generally associated with the concept of leisure-time pedagogy, and more specifically includes after-school care and youth clubs, which together encompass the leisure lives of children and young people aged 6 to 18. A distinctive feature of the Nordic welfare states is that leisure-time pedagogical services are offered and organized for all children and young people, regardless of social background, and that all children and young people have the right to participate in both after-school care as well as youth clubs, for a modest parental fee determined at national level. The leisure-time pedagogy in the Nordic welfare states also has a long historical tradition, which was significantly expanded in the early 1960s when women entered the labor market. At that time, both after-school care and youth clubs became an integrated part of the state welfare policy in the field of children and youth, with the aim of providing safe institutional settings staffed by pedagogical professionals who facilitate and structure leisure time. This includes opportunities for physical and creative activities, the importance of friendships and play among children and young people, spaces for voluntariness and self-reliance and the significance of participation in communities and the development of democratic citizenship. In general, research – both internationally and within the Nordic context – indicates that participation in leisure-time pedagogy has a positive impact on the social well-being and development of children and young people. It provides opportunities to develop new skills in areas such as sports, music, and computer activities, helps counteract feelings of loneliness, and offers support for schooling and homework. Nordic research highlights in particular how leisure-time pedagogy, both in after-school programs and in youth clubs, plays a significant role in the leisure lives of many children and young people. Leisure-time pedagogy, as an integrated part of the Nordic welfare states’ child and youth policies, is thus included as a comprehensive part of educational initiatives that are implemented through national laws and regulations. At the same time, it is currently in political focus as a pedagogical approach that can address growing concerns

about children’s and young people’s well-being, processes of social exclusion, and school difficulties. It is also concerned with ensuring all children and young people have opportunities to participate in communities, develop democratic values, and expand the understanding of learning as something broader than simply meeting the academic demands of school.

Based on the above, this Special Issue, invites contributions that explore and analyze leisure pedagogy in the Nordic welfare states, which target all children and young people and are organized in diverse forms such as after-school care centers and leisure and youth clubs. We particularly welcome:

‒ Articles that are theoretically and/or empirically concerned with exploring the importance of after-school

care and leisure and youth clubs for the upbringing and everyday lives of children and young people in

the Nordic welfare states, for example related to themes such as equity, social inequality, and

participation

‒ Articles that address central themes of leisure pedagogy, such as democracy, citizenship, well-being,

voluntariness, self-reliance, education and learning – and contribute to identifying and developing

distinct Nordic leisure pedagogy.

‒ Articles that take a comparative perspective across the Nordic welfare states and discuss or analyze

leisure pedagogy in relation to themes suited for comparison.

Together, the Special Issue aims to advance the understanding of leisure pedagogy in the Nordic context and

to stimulate theoretical and empirical debate on its role in contemporary welfare societies.

Guest Editors:

David Thore Gravesen, Ph.D., Associate Professor, VIA University College, Denmark

Kirsten Elisa Petersen, Ph.D., Associate Professor, DPU, Aarhus University, Denmark

Manuscript Submission Information IJREE – International Journal for Research on Extended Education aims

at creating international visibility and a stronger scientific profile for the research field of extended

education. The double-blind peer reviewed journal is published by a group of internationally renowned

educational researchers. Today, the IJREE is financially supported by the Korean Research Foundation and

German Research Foundation.

We invite colleagues to submit suitable abstracts (500 words) to the guest editors any time before the

deadline. Please note that only one submission per author can be entered.

Key Deadlines

Abstract submission deadline: 31 august, 2026. Abstracts (500 words) should provide an outline of the

proposed paper, including an introduction to the main topic of the paper, theoretical framework, research

questions or hypotheses, methodology, results, and some elements of discussion (scientific relevance,

practical implications, etc.). Please also include a title and indicate the authors contributing to the

submission. Please send your abstract to: ijree.editor@gmail.com

The abstracts will be reviewed, and selected authors will be invited to submit a full manuscript for

consideration in the Special Issue. The guide for Authors can be found at IJREE – International Journal for

Research on Extended Education (budrich-journals.de)

Manuscript submission deadline: december, 2026. All submissions will be sent for peer review to at least two

independent reviewers. Once your manuscript is accepted, the special issue will be published as issue

October - december, 2027.

For information about submissions to IJREE, please look here: https://budrich-

journals.de/index.php/IJREE/einreichungen

For any inquiries, please contact the guest editors:

David Thore Gravesen, Ph.D., Associate Professor DTG@via.dk

Kirsten Elisa Petersen, Ph.D., Associate Professor kepe@edu.au.dk