From Self-Evident Norms to Contingent Couplings: A Systems-Theoretical Analysis of Changes in the Relationship between Schools and the Function Systems in Denmark

Autor/inn/en	Andersen, Niels Åkerstrøm; Pors, Justine Grønbaek
Titel	From Self-Evident Norms to Contingent Couplings: A Systems-Theoretical Analysis of Changes in the Relationship between Schools and the Function Systems in Denmark
Quelle	In: European Educational Research Journal, 20 (2021) 6, S.821-840 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pors, Justine Grønbaek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211009742
Schlagwörter	Systems Approach; Governance; Foreign Countries; School Administration; Educational Theories; Educational History; Educational Change; Educational Policy; Social Systems; Administrative Organization; Elementary Secondary Education; Correlation; Denmark + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Educational theory; Theory of education; Bildungstheorie; History of education; Bildungsgeschichte; Bildungsreform; Politics of education; Social system; Soziales System; Korrelation; Dänemark
Abstract	Taking a point of departure in the paradoxical fact that the increase in educational knowledge leads to an increase in uncertainty for educational organisations, this article explores how uncertainty and contingency have increasingly become an integral part of school governance. The article draws on Niklas Luhmann's theory of 'World Society' as a functional differentiated society providing a range of different symbolic media for educational organisations. To trace the increase in the complexity of governing, we provide a historical account of the shifting couplings between schools and function systems. We show how the school becomes linked to an increasing number of symbolic media so that education becomes only one out of many other concerns. The article studies the consequences these shifting couplings have for how schools are governed and how they are expected to self-manage their relationship to different function systems. The article adds to existing studies of how education has become more and more differentiated with the argument that this has also led to new forms of couplings between schools and the education system with a number of important implications for the teaching profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01