The public school system has since its conception been the site of clashing ideas; whomever seeks to influence society must pay heed to the way children are socialized into it.
As the public school becomes increasingly focused on preparing children for employment by equipping them with relevant competences and skills, the questions of general education and formation of the individual slip into the background. This tendency within the public school can be seen as part of a larger trend in society towards the application of economic rationalism in wholly different spheres of life, such as the education sector.
The national reform of the Danish public school and the subsequent project of introducing John Hattie’s meta-research result Visible Learning into Gentofte Kommune should also be understood in the context of this larger trend. This project seeks to clarify the field of education in Gentofte Kommune, analyze the agent positions and the importance of these through Bourdieu’s conceptual framework, utilizing Gentofte Kommune as a case on how the education sector is being reshaped to a match a welfare state in decline. We have found that the actors on the communal level in Gentofte are determining factors in the implementation of Visible Learning as well as in the general development of the public school, primarily through their re-production of predominant doxa as well as when challenging established doxa within the educational field.
Keywords: Public School Reform, Visible Learning, John Hattie, Gentofte Kommune, Doxa, Habitus, Implementation
|Uddannelser||Socialvidenskab, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||25 maj 2016|