Folkeskolen i forandring: Indførelsen af nationale test i et dialektisk forandringsperspektiv

Minna Nordahl Jørgensen

Student thesis: Master thesis

Abstract

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.

EducationsMSc in Philosophy, (Graduate Programme) Final Thesis
LanguageDanish
Publication date2011
Number of pages120