Abstract
The Ph.d. thesis Where solidarity is longing and inspiration utopia – a dissertation on teacher engagement and critique in a school governed by objectives explores the forms of engagement, the reflections, and the criticisms of teachers in the Danish elementary school system. In the past 25 years, there has been increasing attention to measuring educational outcomes in Denmark. In the years following the first PISA study in 2001, several political initiatives were put forward focusing on improving the abilities and performance of pupils and on strengthening the evaluation culture in the elementary school system. In June 2013, a political
agreement was made on an upgrade of literacy in elementary school, which formed the basis for the elementary school reform in 2014. The upgrade of literacy was characterized by an understanding of literacy as something, that can be measured through international and national tests in reading, writing
and mathematics. In the years that followed, a new form of school governance by objectives was introduced in relation to teaching work characterized by the expectation that teachers in Danish elementary school would adopt the measurable success criteria as benchmarks for their teaching efforts.
Inspired by the sociology of critical capacity, developed by French sociologists Luc Boltanski and Laurent Thévenot, the thesis seeks to give voice to the critical reflections of teachers working in a school governed by measurable objectives. At the same time Thévenot’s sociology of engagements developed in extension of
his work with Boltanski forms the basis of a broader understanding of the forms of engagement of teachers. In addition, the thesis draws on Axel Honneth’s theory of recognition to cast light on the social conditions for intersubjective and interpersonal interactions and meetings in a elementary school setting.
Together the different theoretical perspectives create an analytical perspective on the conflict situations that are linked to everyday life as the place where teacher reflections are rooted, and formulated criticisms gain their power of expression.
The analyses in the thesis are based on an observation and interview study with elementary school teachers at two different schools, who have shared their reflections on their work and teaching conditions. Drawing on the work of Boltanski and Thévenot combined with John Dewey’s theory of reflexive
thinking, the thesis works with the interview as a space of critical reflection. Both the field work and the analyses are guided by a special attention to the critical moments where teachers through a series of experiences of being repelled are disturbed in their habitual way of action and thinking, and a state of doubt arises that opens for reflection and criticism.
The three parts of the analysis of the thesis together seek to create an image and understanding of the engagement of teachers in their work as something that can be open to different agendas and values, which at the same time close off and delimit themselves from other dimensions of teaching work.
The first part of the analysis illuminates how some teachers are able to create meaning in a form of teaching that is organized in close connection with school governance by objectives. The teachers’ commitment to the governance by objectives is interpreted in relation to their efforts to achieve social esteem and recognition within the value horizon of the present school system, where measurable standards have been given a central place in the teachers’ assessments of what it means to succeed at work. Based on Thévenot’s sociology of engagements, the analysis demonstrates that when the engagement of the teachers closes in a trusting involvement in the management by objectives, it implies a reduction of the plurality of engagements in the world. What is sacrificed is a way of being that is oriented towards the present moment, the attention to the teachers’ immediate environment and the needs of the
pupils and an interest in what inspires and interests the pupils.
Based on Thévenot’s understanding of the dual nature of human engagement the analysis creates an understanding of the engagement of teachers as something that can switch between doubt and trust in the form of school governance, they are involved in. Where the teachers’ trustful involvement enables them
to work meaningfully in relation to the collective goals and plans of the schools, the interviews also open for a state of doubt and an associated reflection on how the teachers’ engagement in the plans at the same time excludes other ways of being engaged in their work.
The second part of the analysis, which deals with the critical and justifying form of engagement, demonstrates the sense of injustice of teachers. It does this by showing how teachers – especially in relation to the doubtful aspects of teaching work – direct a series of criticisms toward the institutional organization and the political governance of the elementary school system. With inspiration from
Boltanski and Thévenot, the analysis aims at creating an understanding of how the moral and critical capacities of teachers – based on the problem situations of everyday life – unfold through value conflicts between different notions of the common good. The analysis illustrates that when life is organized according to industrial values and regulations and the performances of persons are put in the foreground of social coordination, a number of sacrifices are made.
The sacrifices made are, firstly, the pressure and discomfort some teachers experience when the results of pupils measured in a competitive relationship with other schools are made the subject of control and evaluation. At the same time, the empirical evidence points to the fact that the teachers experience
that a similar competitive relationship is unfolding between the pupils, which divides and creates distance in the school’s social community.
Secondly, some teachers articulate a loss or a form of longing towards the inspiration that can arise when teachers and pupils are open to the present and the immediate joy that lies in immersing themselves in the subject material without having to be aimed at future performance. In the teachers’ narratives the
intention to be creative and inspired in relation to teaching appears as a utopia seen in relation to a school where everyday life is organized with a strong focus on plans, tests, and results. The analysis highlights that the teachers’ criticisms demonstrate a fundamental conflict between an industrial order of worth that is
characterized by structure, measurable parameters and plans for the future, and a form of the common good that, in accordance with an inspired order of worth, is about achieving a state of inspiration, playfulness and joy as something that is important and has value in itself.
Thirdly, the teachers articulate a sacrifice that is about the fact that when the pupils’ personality or worth is equated with the results, they are able to achieve, it challenges the low-achieving pupils’ ability to develop a healthy sense of self. Drawing on Honneths theory of recognition the analysis demonstrates
how the teachers experience that the political governance by objectives and focus on result optimization creates increased inequality because it is beyond the teachers’ ability to take care of the low-achieving pupils’ self-relationships and to protect them from the violations associated with the school’s performance culture.
It thus stands as a central finding of the dissertation that the values linked to school governance by objectives, such as control and efficiency, help to suppress and marginalize other values in the school such as inspiration and solidarity. At the same time, the thesis concludes that the political focus on teacher
specialization brings a sacrifice of the teachers’ engagement in the relational and intimate dimensions of teaching work. The analyses indicate that teachers experience powerlessness when, on the one hand, they must live up to the institutionalized expectations of creating good results, whole on the other hand they have to take care of the pupils’ overall personal development and to support and help children who do not succeed and fail to thrive. To sum up the dissertation concludes that a school that is organized according to industrial regulations with an emphasis on efficiency and result optimization tends to
undermine responsibility, understood as the teachers’ ethical obligation in relation to the specific pupils in their immediate environment.
agreement was made on an upgrade of literacy in elementary school, which formed the basis for the elementary school reform in 2014. The upgrade of literacy was characterized by an understanding of literacy as something, that can be measured through international and national tests in reading, writing
and mathematics. In the years that followed, a new form of school governance by objectives was introduced in relation to teaching work characterized by the expectation that teachers in Danish elementary school would adopt the measurable success criteria as benchmarks for their teaching efforts.
Inspired by the sociology of critical capacity, developed by French sociologists Luc Boltanski and Laurent Thévenot, the thesis seeks to give voice to the critical reflections of teachers working in a school governed by measurable objectives. At the same time Thévenot’s sociology of engagements developed in extension of
his work with Boltanski forms the basis of a broader understanding of the forms of engagement of teachers. In addition, the thesis draws on Axel Honneth’s theory of recognition to cast light on the social conditions for intersubjective and interpersonal interactions and meetings in a elementary school setting.
Together the different theoretical perspectives create an analytical perspective on the conflict situations that are linked to everyday life as the place where teacher reflections are rooted, and formulated criticisms gain their power of expression.
The analyses in the thesis are based on an observation and interview study with elementary school teachers at two different schools, who have shared their reflections on their work and teaching conditions. Drawing on the work of Boltanski and Thévenot combined with John Dewey’s theory of reflexive
thinking, the thesis works with the interview as a space of critical reflection. Both the field work and the analyses are guided by a special attention to the critical moments where teachers through a series of experiences of being repelled are disturbed in their habitual way of action and thinking, and a state of doubt arises that opens for reflection and criticism.
The three parts of the analysis of the thesis together seek to create an image and understanding of the engagement of teachers in their work as something that can be open to different agendas and values, which at the same time close off and delimit themselves from other dimensions of teaching work.
The first part of the analysis illuminates how some teachers are able to create meaning in a form of teaching that is organized in close connection with school governance by objectives. The teachers’ commitment to the governance by objectives is interpreted in relation to their efforts to achieve social esteem and recognition within the value horizon of the present school system, where measurable standards have been given a central place in the teachers’ assessments of what it means to succeed at work. Based on Thévenot’s sociology of engagements, the analysis demonstrates that when the engagement of the teachers closes in a trusting involvement in the management by objectives, it implies a reduction of the plurality of engagements in the world. What is sacrificed is a way of being that is oriented towards the present moment, the attention to the teachers’ immediate environment and the needs of the
pupils and an interest in what inspires and interests the pupils.
Based on Thévenot’s understanding of the dual nature of human engagement the analysis creates an understanding of the engagement of teachers as something that can switch between doubt and trust in the form of school governance, they are involved in. Where the teachers’ trustful involvement enables them
to work meaningfully in relation to the collective goals and plans of the schools, the interviews also open for a state of doubt and an associated reflection on how the teachers’ engagement in the plans at the same time excludes other ways of being engaged in their work.
The second part of the analysis, which deals with the critical and justifying form of engagement, demonstrates the sense of injustice of teachers. It does this by showing how teachers – especially in relation to the doubtful aspects of teaching work – direct a series of criticisms toward the institutional organization and the political governance of the elementary school system. With inspiration from
Boltanski and Thévenot, the analysis aims at creating an understanding of how the moral and critical capacities of teachers – based on the problem situations of everyday life – unfold through value conflicts between different notions of the common good. The analysis illustrates that when life is organized according to industrial values and regulations and the performances of persons are put in the foreground of social coordination, a number of sacrifices are made.
The sacrifices made are, firstly, the pressure and discomfort some teachers experience when the results of pupils measured in a competitive relationship with other schools are made the subject of control and evaluation. At the same time, the empirical evidence points to the fact that the teachers experience
that a similar competitive relationship is unfolding between the pupils, which divides and creates distance in the school’s social community.
Secondly, some teachers articulate a loss or a form of longing towards the inspiration that can arise when teachers and pupils are open to the present and the immediate joy that lies in immersing themselves in the subject material without having to be aimed at future performance. In the teachers’ narratives the
intention to be creative and inspired in relation to teaching appears as a utopia seen in relation to a school where everyday life is organized with a strong focus on plans, tests, and results. The analysis highlights that the teachers’ criticisms demonstrate a fundamental conflict between an industrial order of worth that is
characterized by structure, measurable parameters and plans for the future, and a form of the common good that, in accordance with an inspired order of worth, is about achieving a state of inspiration, playfulness and joy as something that is important and has value in itself.
Thirdly, the teachers articulate a sacrifice that is about the fact that when the pupils’ personality or worth is equated with the results, they are able to achieve, it challenges the low-achieving pupils’ ability to develop a healthy sense of self. Drawing on Honneths theory of recognition the analysis demonstrates
how the teachers experience that the political governance by objectives and focus on result optimization creates increased inequality because it is beyond the teachers’ ability to take care of the low-achieving pupils’ self-relationships and to protect them from the violations associated with the school’s performance culture.
It thus stands as a central finding of the dissertation that the values linked to school governance by objectives, such as control and efficiency, help to suppress and marginalize other values in the school such as inspiration and solidarity. At the same time, the thesis concludes that the political focus on teacher
specialization brings a sacrifice of the teachers’ engagement in the relational and intimate dimensions of teaching work. The analyses indicate that teachers experience powerlessness when, on the one hand, they must live up to the institutionalized expectations of creating good results, whole on the other hand they have to take care of the pupils’ overall personal development and to support and help children who do not succeed and fail to thrive. To sum up the dissertation concludes that a school that is organized according to industrial regulations with an emphasis on efficiency and result optimization tends to
undermine responsibility, understood as the teachers’ ethical obligation in relation to the specific pupils in their immediate environment.
| Original language | Danish |
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| Place of Publication | Roskilde |
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| Publisher | Roskilde Universitet |
| Number of pages | 77 |
| ISBN (Print) | 9788791362453 |
| ISBN (Electronic) | 9788791362460 |
| Publication status | Published - 2023 |
| Series | Afhandlinger fra Ph.d.-skolen for Mennesker og Teknologi |
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