This report investigates consequences of political reform on a ground level. In the context of the Public School Reform of 2013 (Folkeskolereformen af 2013) and the Legislation of Working Hours (Arbejdstidslov 409) the work life of the public school teachers and their experience regarding the implementation of the reform are examined from a micro sociological perspective. Initially the historical advancement of the public school in Denmark is outlined to reach an understanding of the traditional role of the teachers. Through changing object clauses the societal role of the public school is investigated, this includes the work life of the teachers in the periods of respectively; the national state, the welfare state (the pre-neoliberal regime), and the competitive state (the neoliberal regime). Furthermore a characterization of the traditional teacher’s-identity is conducted and the central elements of the reform is presented.The first part of the analysis examines the experiences of the teachers in the postmodern era, and the changes in teacher’s-identity for which the recent reform is responsible. The theory of Andy Hargreaves concerning time, intensification, and guilt supports this part of the analysis. Afterwards the recognition of the teachers in the legal sphere and the sphere of solidarity is analyzed through the theory of recognition of Axel Honneth. Next the consequences of the challenges as experienced by the teachers are examined through a perspective of implementation, where the reform is translated into practice. This part of the analysis is conducted from a structural/politological perspective through the theory of Michael Lipsky. The different aspects of the challenges experienced by the teachers is discussed to reach an understanding of the critique they present. Finally, it is concluded that the identity of the teachers is primarily under pressure by the Legislation of Working Hours that is introduced with the reform. The teachers as street-level bureaucrats are under influence by change in their nature of their work caused by the reform, which is why the process of implementation is disrupted by unintended consequences. The objections of the teachers concerning respectively the reform and the Legislation of Working Hours varies which is why their criticism calls for different ways of understanding and reaction. Furthermore it is concluded that the teachers experience difficulties regarding the actual process of implementing the reform; the content of the reform is too extensive and the implementation is initiated all at once.
|Uddannelser||Socialvidenskab, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||27 maj 2015|