To Örebro University

Research topic/aim: Attention has been given to how the neoliberal agenda the past decades together with a trend of decentralization have led to issues such as “governing by numbers” and “governing by comparison”. Simons (2015) proposes a new governing paradigm, governing by example where he describes two governing strategies: governing through what works and governing through responsibilization. Simons’ reasoning goes well together with Foucault’s three different types of power: disciplinary, sovereign, and pastoral. This article uses a Swedish school improvement initiative, Co-operation for the best school possible (CBS), to investigate what governing agendas can be seen in a state-initiated school improvement initiative and how different modes of power can be discerned. 

Theoretical framework: This article uses Foucault’s theories of disciplinary, sovereign, and pastoral power, in combination with what Simons (2015) calls “the power of the example”. 

Methodology/research design: A reflexive thematic analysis will be used following Braun and Clarke’s conceptualization of the methodology (see Braun & Clarke, 2019; 2021). I take a deductive theory-driven approach to coding. The data, consisting of meeting observation and documents, will be studied with the theoretical framework in mind and the results aim at what Braun and Clarke (2019, p. 596) call “creative and interpretive stories about the data”.

Expected results/findings: Examples of all three powers can be found in the material with disciplinary power and pastoral power being the most prominent ones. 

Disciplinary power is the most pronounced form of power. The State agencies cannot be ever present in physical form but relies on local school actors to internalize the norms and standards of the state agencies. This form of power has much in common with what Simons (2015) call governing through what works and governing through responsibilization. Governing through responsibilization can also be seen as part of the surveillance mechanism. Responsibilization implies that “schools and teachers come to understand there is no reference anymore to something outside themselves and beyond their control that explains their performance” (Simons, 2015, p. 722). 

Relevance to Nordic educational research: A lot of pressure is placed on the local school actors in decentralized systems such as Sweden’s. Poor results in international studies such as PISA has created a narrative of failing schools. By doing an analysis using theories from Foucault and Simons I aim to help change the “menu” of available narratives (Smith & Monforte, 2020). When we can recognize and put words on the power being exercised, we also enhance our options for participation in relations of power and leadership.