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The Juridification of Teachers’ Professional Work on Knowledge and Values in School
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. (Utbildning & Demokrati, pedagogikämnet)ORCID-id: 0000-0002-8409-9196
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. (Utbildning och Demokrati)ORCID-id: 0000-0002-0481-1586
2019 (engelsk)Inngår i: Nera 2019: Education in a Globalized World: Abstract Book, 2019, s. 821-822Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.

sted, utgiver, år, opplag, sider
2019. s. 821-822
Emneord [en]
Juridification, teachers professionalism, knowledge, values, school
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
URN: urn:nbn:se:oru:diva-74763OAI: oai:DiVA.org:oru-74763DiVA, id: diva2:1328298
Konferanse
NERA (Nordic Education Research Association), Uppsala, Sweden, March 6-8, 2019
Tilgjengelig fra: 2019-06-20 Laget: 2019-06-20 Sist oppdatert: 2020-01-28bibliografisk kontrollert

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