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Making sense of assignment: on the complexity of being a school leader
Kristianstad university. (Governance, Regulation, Internationalization and Performance (GRIP))
Kristianstad university.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP). (Center for cultural sociology)ORCID-id: 0000-0002-8503-4984
2018 (Engelska)Ingår i: Nordic Journal of Comparative and International Education, E-ISSN 2535-4051, Vol. 2, nr 2-3, s. 149-164Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The primary aim of this paper is to narrow down the description of how school leaders interpret the assignment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to technocratic homogenization—that is, law texts, steering documents, documentation, standardized methods, planning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.

Ort, förlag, år, upplaga, sidor
Oslo: OsloMet University Library , 2018. Vol. 2, nr 2-3, s. 149-164
Nyckelord [en]
Assignment; complexity theory; practice-based and process research; technocratic homogenization Introduction
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-79379DOI: 10.7577/njcie.2770OAI: oai:DiVA.org:lnu-79379DiVA, id: diva2:1276480
Tillgänglig från: 2019-01-08 Skapad: 2019-01-08 Senast uppdaterad: 2019-07-09Bibliografiskt granskad

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Nilsson, Henrik

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