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The Professionalisation of Nordic School Leadership
Åbo Akademi.
Oslo Universitet.
Umeå University, Faculty of Social Sciences, Centre for Principal Development. Umeå University, Faculty of Social Sciences, Department of Political Science.
University of Southern Denmark.
2013 (English)In: Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? / [ed] Lejf Moos, Dordrecht: Springer Netherlands, 2013, 133-157 p.Chapter in book (Refereed)
Abstract [en]

This chapter deals with the ongoing neoliberally influenced educational policy process and how this process affect the (re)professionalisation of school leadership in the Nordic countries. The neoliberal process puts an increased focus on school leadership, accountability, quality assurance and evaluation. The chapter highlights how the ongoing reconstruction process or (re)professionalisation of school leadership is coherent with the renewed education policy.

At the same time, the national curriculum guidelines, the framing of the teacher’s responsibility and the culture are guided by democratic ideas and an independent teacher role.

This chapter aims (a) to investigate how and to what extent the professionalisation of Nordic school leadership may be in conflict with established images of teacher professionalism and (b) to identify crucial indicators, dimensions and mechanisms reflecting the shifts from one policy regime to another. In addition, we will discuss if it is possible to identify a specific Nordic way of framing school leadership and provide scenarios for how the future concerning educational leadership may look like in the Nordic countries. We will apply a hermeneutic and cultural-historical reflection based on policy documents and empirical research.

Based on our analysis, we discuss two different scenarios of how the contemporary educational regime may influence the future framing of school leadership. One of the scenarios shows a specific Nordic model of school leadership where equity and academic knowledge are the bases for principals’ work.

Place, publisher, year, edition, pages
Dordrecht: Springer Netherlands, 2013. 133-157 p.
Series
Studies in Educational Leadership, 19
Keyword [en]
Principal, Professionalization, Principal, Welfarestate, school
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-80783DOI: 10.1007/978-94-007-6226-8_9ISBN: 978-94-007-6225-1 (print)OAI: oai:DiVA.org:umu-80783DiVA: diva2:651410
Available from: 2013-09-25 Created: 2013-09-25 Last updated: 2014-01-28Bibliographically approved

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Ärlestig, Helene
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
  • rtf