Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Facilitators in ambivalence

Artikel i vetenskaplig tidskrift
Författare Mikael R. Karlsson
Peter Erlandson
Publicerad i Ethnography and Education
Volym 13
Nummer/häfte 1
Sidor 69-83
ISSN 1745-7823
Publiceringsår 2018
Publicerad vid Institutionen för didaktik och pedagogisk profession
Sidor 69-83
Språk en
Länkar https://doi.org/10.1080/17457823.20...
Ämnesord ambivalence, critical analysis, Educational change, facilitators, teacher resistance
Ämneskategorier Utbildningsvetenskap

Sammanfattning

© 2016 Informa UK Limited, trading as Taylor & Francis GroupThis is part of a larger ethnographical study concerning how school development in a local educational context sets cultural and social life in motion. The main data in this article consists of semi-structural interviews with teachers (facilitators) who have the responsibility of carrying out a project about formative assessment in upper secondary schools in the south of Sweden. The focus of the study is how the teachers make meaning of their position as facilitators and leaders, how they handle their fellow teachers’ criticism and resistance, how power transforms professional and human relationships, and how complex and weakly articulated power results in conflicting and ambivalent possibilities for action. From our perspective, the resistance the facilitators meet, although the project makes use of a concept that has proved to be successful, reveals an ambivalent structure where the facilitators have to face contradictory demands from different stakeholders.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?