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Under de senast decennierna har förskolan i Sverige och Norge varit föremål för flera större förändringar. Genom en rad reformer har förskolan och dess styrning förändrats på ett genomgripande sätt, vilket naturligtvis också har betydelse för hur ledning och styrning i förskolan omformas och utövas.

Med denna antologi vill vi bidra med kunskap om hur villkor och uttryck för ledning i förskolan har förändrats och omformats under de senaste decennierna. Undersökningar genomförda i Sverige och Norge utgör underlag för de olika bidragen i den här antologin och berör teman som: villkor för förskolechefens uppdrag och ansvar, dilemman och utmaningar, kunskaper och traditioner, förväntningar och förändringsarbete. De sätts alla in i sitt kontextuella sammanhang och knyts till tidigare forskning på området.

Boken är i första hand tänkt att användas i utbildningar för förskolans ledare som rektorsprogrammet, fortbildningar för förskolechefer men även i rekryteringsutbildningar. Men också för kompetensutveckling i målgruppen yrkesverksamma förskolechefer.

Bokens redaktörer och författare är verksamma vid universitet i Sverige och Norge och har rik erfarenhet av frågor som rör förskolans ledning och styrning i utbildnings-, utvecklings- och forskningssammanhang.

This article explores Swedish principals' emotional identity by employing an analysis instrument built up of three dimensions identified in the study by Crow, Day, and Moller (2017): "the professional," "the situated or socially located," and "the personal dimension." The article builds on data obtained from a survey given to Swedish principals, completed in January 2019 (n = 1,286). The findings show that all three dimensions constitute important parts for Swedish principals' emotional identity. The analysis also detected significant variances within the three dimensions regarding gender, age, and type of principal. Aside from these empirical findings, the article also offers a theoretical contribution because the analysis instrument succeeds in capturing the three dimensions. Thus, the article bridges data to theory in a way not previously done. The findings disclose the need for further studies in various contexts for a wider and more in-depth understanding of principals' emotional identity.

Juridification of equal treatment in Swedish education – a solution to what problem?

Maria Rosén, Uppsala University, maria.rosen@rut.uu.se

In previous research on juridification in relation to Swedish education, the education policy on equal treatment appears to be of particular interest among scholars. The policy (SFS 2006:67), which came into effect 2006, aimed at promoting equal rights for children and pupils, and combat discrimination and other degrading treatment. With the policy followed a range of new accountability initiatives, such as quasi courts like the Child and School Student Representative, which gave pupils increased possibilities to exercise their rights. Issues earlier regarded as educational were thereby transformed into legal issues and judicial processes (Colnerud, 2014). Altogether this has changed the conditions of every day school life (Bergh & Arneback 2016), and set in motion a variety of processes shaping acts and relations in education (Arneback 2012, Hult & Lindgren 2016, Runesdotter 2016). Despite these comprehensive changes, we lack knowledge of how and why the policy came about.

The study aims at developing knowledge on the formation of the education policy on equal treatment in Swedish education. More precisely, it analyses what kinds of problems the policy was expected to solve. Using a discourse analytical approach (Laclau & Mouffe 2008, Bacchi 2009), this is done by a text analysis of national and international policy texts produced during around 1995-2005, starting with the Government Bill (2005/06:38) which proceeded the policy.

The preliminary result shows that the policy process leading to the education policy on equal treatment comprises several parallel – as well as antagonistic - processes at different arenas; the European policy arena as well as different ministries at the national arena, aiming at solving various problems. The results are expected to serve as a basis for a discussion on what kinds of problems the juridification of equal treatment becomes a solution to. This raises questions about aims and means of education, specifically regarding the value dimension of education.

Key words: equal treatment, rights, juridification, policy, discourse analysis, values

References

     Arneback, E (2012). Med kränkningen som måttstock: om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan. Örebro: Örebro Studies in Education, 34.

     Bergh, A & Arneback, E (2016). Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden? Utbildning & Demokrati 25(1), p.11-31

     Bacchi, C (2009). Analysing Policy: What´s the problem represented to be? Frenchs Forest, N.S.W.: Pearson, cop.

     Colnerud, G. (2014). Lärares yrkesetiska dilemman och den ökande juridifieringen i Sverige. Nordic Journal of Applied Ethics (8)2, p. 22-30.

     Government Bill 2005/06:38. Trygghet, respekt och ansvar. Om förbud mot diskriminering och annan kränkande behandling av barn och elever. Stockholm: Utbildnings- och kulturdepartementet.

     Hult, A & Lindgren, J (2016). Med lagen som rättesnöre – kunskapsformer i lärares arbete mot kränkande behandling. Utbildning & Demokrati 25(1), p. 73-93.

     Laclau, E & Mouffe, C (2008). Hegemonin och den socialistiska strategin. Göteborg/Stockholm: Glänta/Vertigo.

     Runesdotter, C (2016). Avregleringens pris. Om juridifieringen av svensk skola ur skolaktörers perspektiv. Utbildning & Demokrati, 25(1) p. 95-111.

     SFS 2006:67. Lag om förbud mot diskriminering och annan kränkande behandling av barn och elever.

In this paper, we elaborate on the notion of risk in relation to social justice in education. Firstly, we discuss two opposing discourses on risk: education as “risk-free” – in which eliminating risk is an aim for education, and education as “risk-full” – in which risk is a condition of education. Secondly, we argue both discourses on risk, when framed as either/or, may miss the target of social justice. Instead, we propose viewing risk as a paradox: both taking risks of violence seriously and embracing risk to enable social change. By opening up for teachers the possibility of living within the paradox of risk, we create a space for responsibility and action toward social justice.

The character of the legal framing of the Swedish education system has been object to considerable changes in the past decade. Earlier research has called for the need of a better understanding of the implications that follow on these changes. Leaning on legal scholarly work on juridification this article explores Blichner´s and Molander’s (2008) concepts of juridification aiming to develop a conceptual framework for further research on juridification in education. This is done through an abductive process of inquiry in which five dimensions developed by Blichner and Molander are related to changes of education policy in Sweden in the area of equal treatment. As a result of the exploration a sixth dimension with sub-concepts is proposed, together by an overall logic of juridification of education and in education. By this logic the issue of enactment in relation to different dimensions is visualized, which contributes to a view of policy as both formally regulated and enacted by educational actors at different levels. All together the six dimensions of juridification open up for further research with an interest both in how juridification is enacted and what juridification does in terms of interpersonal relations, pedagogical work, teacher and school leadership professionalism etc. – as well as education at large.