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Change as technology in a Swedish secondary high school
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.ORCID iD: 0000-0003-0428-0233
University of Gothenburg, Sweden.
2022 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 17, no 2, p. 91-105Article in journal (Refereed) Published
Abstract [en]

This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022. Vol. 17, no 2, p. 91-105
Keywords [en]
School change, neoliberalism, ethnography, embodiment, teacher, school leaders
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-109653DOI: 10.1080/17457823.2021.2015608ISI: 000731849200001Scopus ID: 2-s2.0-85121680541Local ID: 2021OAI: oai:DiVA.org:lnu-109653DiVA, id: diva2:1630606
Available from: 2022-01-20 Created: 2022-01-20 Last updated: 2022-05-09Bibliographically approved

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Erlandson, Peter

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Citation style
  • apa
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  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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