Et Bourdieusk perspektiv på dilemmaer i kølevandet af skoleledernes implementering af en læringsplatform
Med udgangspunkt i skoleledernes handlinger, en undersøgelse af, hvordan læringsplatformens logikker strukturerer praksisfeltet
DOI:
https://doi.org/10.7146/lom.v15i25.129148Abstract
I denne artikel undersøger jeg skoleledernes handlinger ud fra de logikker, der kan identificeres, når en obligatorisk læringsplatform implementeres. Artiklen er baseret på 31 kvalitative interviews med forvaltningsmedarbejdere, skoleledere og lærere. Interviewene er foretaget på fire folkeskoler i tre kommuner. Teoretisk er artiklen informeret af Bourdieus begreber om felt og habitus. Analysernes resultater peger mod, at de interviewede skoleledere bruger meget tid på møder og administrativ praksis. Konsekvensen af det er, at skolelederne bevæger sig længere væk fra praksisfeltet. Samtidig formes skoleledernes habitus i lyset af styrings-logikkerne fra det bureaukratiske felt, hvilket betyder, at lederne reproducerer de logikker, som det bureaukratiske felt har omkring læringsplatformen i praksisfeltet. For at reproducere de logikker, der italesættes omkring læringsplatformen, eksempelvis logikkerne omkring øget evaluering og vidensdeling anvender skolelederne både hård- og blød magt. Skolelederens anvendelse af magt retter lærernes habitus mod de logikker, der produceres i praksisfeltet gennem læringsplatformen. Skoleledernes reproduktion af logikker fra det bureaukratiske felt genererer en række dilemmaer knyttet til praksisfeltet.
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