Constructions of Professionalism and the Democratic Mandate in Education a Discourse Analysis of Norwegian Public Policy Documents

Autor/inn/en	Larsen, Eivind; Møller, Jorunn; Jensen, Ruth
Titel	Constructions of Professionalism and the Democratic Mandate in Education a Discourse Analysis of Norwegian Public Policy Documents
Quelle	In: Journal of Education Policy, 37 (2022) 1, S.106-125 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larsen, Eivind) ORCID (Møller, Jorunn) ORCID (Jensen, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1774807
Schlagwörter	Professionalism; Democracy; Educational Policy; Educational Change; Discourse Analysis; Instructional Leadership; Foreign Countries; Social Systems; Policy Analysis; Performance Based Assessment; Civil Rights; Elementary Secondary Education; Guidelines; Citizenship; Administrative Organization; Educational Administration; Norway + Suchen Sie Ihr Suchwort? Professionalität; Demokratie; Politics of education; Bildungspolitik; Bildungsreform; Diskursanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Social system; Soziales System; Politikfeldanalyse; Leistungsermittlung; Bürgerrechte; Grundrechte; Zivilrecht; Richtlinien; Staatsbürgerschaft; Bildungsverwaltung; Schuladministration; Schulverwaltung; Norwegen
Abstract	Although previous research has contributed to the body of literature in education for democracy by addressing deficits in policies in equalizing students' life chances, less attention has been paid to how accomplishing a democratic mandate in education is constructed and legitimized by educational authorities in national policy documents. In this article, we report findings from a project that examined this issue. The aim is to provide insight into how professionalism is constructed and legitimized within and across key education policy documents in the wake of a major national educational reform in Norway. We identify possible discursive shifts and examine what tensions are at play via textual analysis of selected policy documents, with a methodology inspired by a critical approach to discourse analysis. Theories on professionalism and democratic leadership serve as an overarching framework. The findings suggest: (1) there are tensions between the use of performance data and education for democracy; (2) little attention is given to professionalism as a deliberative activity; and (3) there is increased emphasis on fulfilling students' individual rights. We argue that introducing a language of performance expectations has permitted the reinterpretation of what it means to be a professional educator in a social democratic welfare state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01