On knowledge societies and epistemic cultures of teaching. A contribution to the symposium “Atlantic Crossings: Comparative Conversations on Professional Cultures of Teaching and Institutional Restructuring as a World Movement” at the AERA 2007 meeting in Chicago, April 10-15.
Författare och institution:
Sverker Lindblad (Institutionen för pedagogik och didaktik, enheten för Lärande i vuxenliv); Rita Foss Lindblad (Institutionen för pedagogik och didaktik, enheten för Lärande i vuxenliv); Gun-Britt Wärvik (Institutionen för pedagogik och didaktik, enheten för Lärande i vuxenliv)
AERA 2007 meeting in Chicago,
To compare how the teachers in various European contexts assimilate and accommodate to the word-wide movement of restructuring in education (Lindblad & Popkewitz, 2004). We focus on the governance measures that introduce new demands on teachers’ work in the form of documentation, planning, co-operation and evaluation and how these are dealt with by teachers. We examine how teachers’ professional culture and expertise, which depend on the historical and social conditions of their life and work, that is, the possibilities and necessities to realise teacher-hood locally, is transformed in the era of word-wide institutional restructuring. Objectives: To analyse (1) how teachers’ work is reorganised as new restructuring measures are introduced in education, and (2) what are the implications of this reorganisation for teachers’ professional culture, expertise and power and the functioning of educational institutions. (3) To compare teachers who come from different national localities and socio-historical circumstances. Perspective: We examine the reorganisation of professional work at the intersection of embodied histories in teachers and objectified history in institutions and observe the traces left by this encounter in the socially conditioned practices of teachers (Bourdieu 1981). Thus we assume that the organising of teachers’ work and its implications for professional culture and expertise depend on teachers’ varying habitus, social positions and working conditions (Bourdieu 2000). Methods: We use statistical analysis of survey data and qualitative analysis of life-stories and observations in order to locate individuals and their perspectives and strategies within the objective relations of their work and lives that are common to each social category in question (Bourdieu et al. 1999). Data source: Postal survey responded by 5 926 teachers and nurses in four European countries and 42 life-story cases contextualised by the observations at schools. Conclusions: The way world-wide models for educational governance are adapted in the national contexts depend on the local power relations and practices of the teachers. New requirements, such as new and intensified performativity demands, shape the reality of teacher-hood as a state-sanctioned, normalised and authorised expertise but only within the limits of previous histories and power relations. Such revisions should be subject to critical examination in teacher education programmes.
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education policy, profession, system of expertise
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