Skole og politi – felles danningskraft
Abstract: The study examines interaction between the police and school and how this interaction may constitute a common force for a safer upbringing and school environment for children and young people. The empirical basis consists of one focus group interview with two informants from the Norwegian Police Academy. Based on the informants’ statements, a condensed and clear presentation of the findings was prepared in the following categories: 1) Pressure in the professional education and 2) pressure in the interaction between police and the school system. One finding is that the school’s curricula and other central governing documents are not a topic in the police education. In the same way, the police’s tasks and responsibilities are not mentioned in the Norwegian Police University College’s curriculum (LK20). Furthermore, the school is little involved in interaction with the police when the police carry out preventive and follow-up activities in the school. Strengthening joint efforts on topics such as coping with life and inclusion is believed to be part of the work towards a safer school and upbringing environment. At the same time, an awareness of power and roles between the actors is necessary. The article launches an organizational didactic model (SAMPOS) which enables the sectors to get to know each other’s social mission and professional competences. A cross-sectoral didactic balance model can be used for didactic choices for educational practice. Strengthening the interaction will require a significant coordinated effort and that new skills and new working methods are adopted
Publisert i 2024
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