In this thesis I argue that the introduction of the national tests in the Danish public school has progressed in a dialectical change process in the period from 2005 to 2010. Drawing on Georg Wilhelm Friederich Hegel’s philosophy I develop a methodological framework, which enables me to analyze how the introduction of the national tests can be seen to proceed in a dialectical movement. In particular by focusing on how the change progresses through a determinate negation. The thesis focuses on the conflict that has occurred between the two parties; the Government and the Danish Union of Teachers. I analyze how the critique, put forward by the Danish Union of Teachers against the governmental rationality, can be seen as a determinate negation and, following Hegel, how this negation causes a change. The dialectical change process is founded in the question of the national tests’ status as a pedagogic tool. In 2010 an interface between the government and the Danish Union of Teachers appears. This interface changes the way the national tests are understood as a pedagogic tool in a way, which moves the thinking of both the government and the Danish Union of Teachers. Thus the change is an epistemological change. Focusing on the epistemological level a dialectical perspective on changes captures the complexity found in change processes in the public school. With a dialectical perspective the thesis transcendent a perception of change as a linear process, and thus opens for new insights according to the progress of the national tests and for new perspectives of the challenges in school leadership.
|Educations||MSc in Philosophy, (Graduate Programme) Final Thesis|
|Number of pages||120|