From a poststructuralist point of view, the project seeks to uncover which education-oriented governmental mentalities, chosen policy documents are images of, and furthermore how these mentalities impact a group of folkeskole teachers’ statements about their own practice. This is being examined though an analysis which consists of two parts, respectively, an analysis of the chosen policy documents which are analysed through Mitchell Dean’s governmentality-analytics, as well as an analysis of a focus group interview with a group of teachers. We have found that in order for the practice-regime to be successful, which is to reach the goal of a higher academic level amongst the students of the folkeskole, the teachers need to be up- skilled. Moreover, the teachers need to identify with the subject-positions set out by the practice- regime for the goals to be achieved. It is being highlighted where the governmental ruling becomes visible in the teachers statements about their own practice and furthermore in which aspects they identify with the discourse set out by the practice-regime. Moreover, the analysis sheds light on a number of contradictions that oppose the goals set out by the practice-regime. In conclusion, the teachers on one hand, identify with some of the subject-positions outlined by the practice-regime, and on the other hand, they oppose some of them, as they hinder other important tasks.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||21 maj 2013|
- Folkeskole, reformudspil 2012, governmentality, policyanalyse, praksisanalyse, konkurrencestat, øget faglighed