Abstract This report addresses how recent changes within the Danish system of public schools has af-fected the school teachers’ ability to act with enfranchisement in their work. We establish a theo-retical concept of enfranchisement based on three criterions: utterance of critic, professional au-tonomy and parity of participation, all of which have to be met in order to achieve enfranchise-ment. The three criterions build upon a theoretical basis of Rasmus Willig, Katrin Hjort and Nancy Fraser. The empirical groundwork of the project consists of qualitative interviews with four school teachers, one school headmaster and a work environment consulent at the Danish Teachers Association (DLF). Based on our study it can be concluded that the school teachers are subjected to several processes of disenfranchisement at work. The identified processes of disen-franchisement are distributed among all the criterions of our concept of enfranchisement and leaves the school teachers without a democratic voice.
|Uddannelser||Socialvidenskab, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||26 jan. 2015|
|Vejledere||Thomas P. Boje|