Institutional Narratives within the Performative Preschool in Sweden: "If We Write that We're No Good, That's Not Good Publicity!"

Autor/inn/en	Lofdahl, Annica; Perez Prieto, Hector
Titel	Institutional Narratives within the Performative Preschool in Sweden: "If We Write that We're No Good, That's Not Good Publicity!"
Quelle	In: Early Years: An International Journal of Research and Development, 29 (2009) 3, S.261-270 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Publicity; Foreign Countries; Preschool Teachers; Educational Quality; Public Opinion; Interviews; Teacher Attitudes; Administrator Attitudes; Access to Information; Student Records; Principals; Context Effect; Teaching Methods; Educational Environment; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Öffentliche Meinung; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerakte; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schweden
Abstract	An increasingly important part of the work of preschool staff in Sweden today is to present their activities outwardly, including producing and presenting "quality accounts" of their activities and making them visible to a public audience. To grasp the local narratives, interviews were conducted with a few teachers and their school leader, aiming to describe how they reason about the work of formulating their activities in publicly accessible documents, and the consequences of this work. Theoretical concepts used for analysis and conclusions are "performativity," which views performances as a means of control and change, and "institutional narratives," as means to understand the effects of the local context on how activities and teaching are performed. Results show that the staff find and discuss detours in the presentation of their activities, where possible failings are made opaque. Paradoxically, such "detour actions" will at the same time be disciplinary as the teachers adjust to the logic of performativity. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10