Legitimation and Implementation of Reforms in the Danish Public School System

Abstract

This thesis examines the evolution of government efforts to legitimize reforms in the Danish public school system from 1975 to 2013, and the conditions it creates for the implementation of these reforms. Drawing on a combination of Suchman's theory of legitimacy, Laclau's discourse theory, and Foucault's concept of subjectivation, we develop the concept of "legitimization practices" to understand the communicative actions through which actors seek to legitimize policy changes.
We find that the government's legitimization practices undergo a transformation over the studied period. In 1975 and 1993, there is active engagement with teachers in constructing the concept of “the good school", aligning it with prevailing societal values and educational principles. However, by 2006 and 2013, the discourse shifts towards emphasizing outcomes such as preparation for further education and the labor market, distancing itself from the expertise of teachers and fostering a more instrumental view of education.
Additionally, our analysis reveals changes in the subjectivation of teachers, from being perceived as experts and collaborators to becoming seen as mere workers whose input is devalued. This shift in subject positions has implications for the implementation of reforms, impacting teachers' ability to internalize new roles and adapt to changes in practice.
We argue that the legitimacy of reforms and the construction of subject positions are crucial for creating favorable conditions for implementation. Furthermore, we highlight the need for further research into the construction of legitimacy and patterns of legitimation practices, as well as the broader implications for public sector reforms beyond the education system.