This master’s thesis focuses on the new conditions for municipal teachers following the passing of new bill, bill 409, which changed the municipal teacher’s former collective agreement. My main motivation for writing this thesis is to observe how the teachers cope with the new expectations that this bill, combined with a new school reform, bestow upon them. Through a Foucault inspired discourse analysis I observe how Local Government Denmark and the Treasury, through their observation of time, discursively construct three different subject positions. I name these subject positions the normalized teacher, the liberated teacher and the privileged teacher. Foucault also provide my inspiration to analyse how the teachers, through their observations of this bill, establish certain strategies to handle these new expectations. I observe three different roles, the holistic teacher, the wage earner and the compromise teacher. It is apparent that these observations are opposing in most ways, but mainly because the two different parts were affected by different discourses. Especially in the two parts’s observation off the management of time. The concluding discussion points out, how this bill is not in line with Foucaults thoughts on conduct of conduct, but rather represents his thoughts of normative and disciplinary power. The discussion observes how the teachers establish counter-power strategies to oppose these specific forms of power. Lastly the thesis discusses the difference between role and identity and the implication of bill 409 in that relation. The thesis argues that bill 409 fosters a particular set of roles that promote factory-like municipal teachers and thus precludes the more passionate teachers. That contributes to a decline in the overall professional level of, and the way teaching as a profession influences the direction of the future municipal school in Denmark.
|Uddannelser||Cand.soc.pkl Politisk Kommunikation og Ledelse, (Kandidatuddannelse) Afsluttende afhandling|