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Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform
The University of Queensland, Brisbane.
University of Borås, Faculty of Librarianship, Information, Education and IT. The University of Gothenburg, Gothenburg. (PAUS)
2018 (English)In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915Article in journal (Refereed) Published
Abstract [en]

This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Educational policy, teachers’ work, educational governance, teacher professional learning, Sweden
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-15552DOI: 10.1080/03054985.2018.1546684Scopus ID: 2-s2.0-85058221254OAI: oai:DiVA.org:hb-15552DiVA, id: diva2:1273541
Available from: 2018-12-21 Created: 2018-12-21 Last updated: 2019-01-14Bibliographically approved

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  • apa
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More styles
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  • de-DE
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  • en-US
  • fi-FI
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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