A new reform has come into force in the Danish Folkeskole, which means that a great deal of organizational modifications has to be implemented. This process of implementation, led by the school principal, can mean a radical change for teachers as well as supervisors. Prior to the new reform, the Danish Folkeskole teachers partook in a conflict facilitated by their trade union – a conflict that ultimately resulted in a lockout. This incident has caused severe dissatisfaction among the Danish Folkeskole teachers who believe that the decision was forced upon them. Consequently, considering this background history and adding a reform with a short time period for adaption, this thesis presumes that internal critique in the Danish Folkeskole has unfavourable conditions. This thesis investigates assumptions about critique in interpersonal communication between the teachers and the principal of a school north of Copenhagen. The empiricism of the thesis is constituted of individual interviews with four teachers and one principal from said school. This thesis aims to discuss the role of the critique-assumptions in the school’s organizational development. Already existing research within the field critique in organizations, including possibilities and limitations for having one’s say in a work context as well as critical reflection in organizations, makes up a theoretical point of departure for the thesis’ analysis. The theory section is largely divided into two sections: limitations to and possibilities for critique in organizations. These sections support and facilitate the numerous pages of transcriptions by asking the question: where do the informants express the possibilities of critique and when do they verbalize the limitations of critique in interpersonal communication? Through anecdotes and examples from the informants’ work lives, the analysis proceeds to examine the teachers’ and the principal’s assumptions of critique. The thesis finds that a great amount of limitations of critique are perceived among the interviewees. This can to some extend be ascribed to the fact that the school principal does not regard critique to be progressive and that she does not see potential for development in the critical reflection. As the primary change agent and bearer of cultural values in the organization, the principal risks depicting critique as illegitimate to her employees by setting forth these negative assumptions.
|Educations||Communication, (Bachelor/Graduate Programme) Graduate|
|Publication date||28 Apr 2015|