The field of inquiry of this thesis is the critique put forward by public school teachers of two important tendencies in Danish educational policies. On the one hand the rising political focus on tests, evaluation and optimization of the measurable results of school pupils and on the other hand the simultaneous devaluation of less measurable dimensions of school life. As a counter image of the experiences and critique of the public school teachers the thesis explores the reflections of teachers on Waldorf schools on teaching as an art form and the school as an inspired world. The sociology of critical competencies developed by the French sociologist Luc Boltanski serves as analytical framework for the inquiry into the critique put forward by public school teachers. The empirical data consists of 7 qualitative in depth interviews with teachers, 4 of them with public school teachers and 3 of them with Waldorf teachers. On the basis of the inquiry the thesis concludes that the focus on tests and evaluation is a source of stress, leads to superficial forms of teaching and devaluates the social dimension of school life. The focus on political control and performance management creates a disempowering culture and a loss of the understanding of the teacher as a valuable and authoritative person that through an authentic and emotional engagement is capable of inspiring, motivating and engaging the pupils. In addition the thesis concludes that the reflections of the Waldorf teachers stand out as powerful counter image of the contemporary tendencies in the Danish public school sector.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||3 aug. 2014|
- John Dewey
- Luc Boltanski
- Rudolf Steiner