Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden?

  • Andreas Bergh
  • Emma Arneback
Nyckelord: juridification, teacher professionalism, knowledge, value


Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.
Peer-reviewade artiklar