oru.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Juridification of Swedish education – changing conditions for teachers’ professional work
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. (Utbildning och Demokrati, STEP)ORCID-id: 0000-0002-8409-9196
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. (Utbildning och Demokrati)ORCID-id: 0000-0002-0481-1586
2019 (Engelska)Ingår i: Policing Schools: School Violence and the Juridification of Youth / [ed] Johannes Lunneblad, London: Springer , 2019, s. 53-70Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

In this chapter, we take interest in a specific part of the extensive changes that have been made in the governance of Swedish education during the last two decades: the increase of legal regulations. This increase is a sign of what in earlier research is called juridification, which may lead to a variety of tensions that we currently know too little about. More specifically, the aim of this chapter is to study how juridification of education conditions teachers’ work on the knowledge and values expressed in national policy documents. The empirical material consists of Swedish national education policy texts produced from the early 1990s and onwards. Methodologically, we make use of two theoretical concepts that position teachers’ assignments and possible actions in different ways: management of placement and management of expectation. The results demonstrate that the increase of a juridical language clearly condition teachers’ professional work. In the worst case, the legal concepts may result in more instrumental relationships where teachers focus on their role as assessors and monitors. At the same time, it depends on how the legal concepts are interpreted and enacted by school staff. Here, there is a need of further studies on how different emphasises and combinations of a juridical vocabulary and a pedagogical vocabulary condition the relationships that are formed in local school practices.

Ort, förlag, år, upplaga, sidor
London: Springer , 2019. s. 53-70
Serie
Young people and learning processes in school and everyday life, ISSN 2522-5650 ; 2
Nyckelord [en]
juridification, education, knowledge, value, teacher, professional work
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
URN: urn:nbn:se:oru:diva-78483DOI: 10.1007/978-3-030-18605-0_4ISBN: 978-3-030-18604-3 (tryckt)ISBN: 978-3-030-18605-0 (digital)OAI: oai:DiVA.org:oru-78483DiVA, id: diva2:1375878
Tillgänglig från: 2019-12-06 Skapad: 2019-12-06 Senast uppdaterad: 2019-12-06Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Bergh, AndreasArneback, Emma

Sök vidare i DiVA

Av författaren/redaktören
Bergh, AndreasArneback, Emma
Av organisationen
Institutionen för humaniora, utbildnings- och samhällsvetenskap
Pedagogik

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetricpoäng

doi
isbn
urn-nbn
Totalt: 28 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf