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Institutional memories in times of change: Institutionella minnen i tider av förändring
Karlstad University, Faculty of Arts and Education, Department of Education.
2010 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The over all aim for the project in which this paper is anchored is to investigate relationships between teachers’ identity constructions, conditions in local school contexts and changes in educational systems. In this paper I focus on how changes in the educational policy context relate to memories (re-) produced in a local context.  The specific aim of this paper is to show how discursive fragments and/or nested narrative types stand out in institutional memories in a local school context.When identities are analyzed time is an important factor, that’s why I consider institutional memories (Linde, 2009) an object of major interest in this study. These memories are known to everybody in the institution and they are constantly told and retold by it’s members. It is a working memory with influence on the identities produced in the institution. The content of institutional memories typically deals with turningpoints in the past, and the founder of the institution.  In times of change these memories serve as guides to future actions, but at the same time new aspects are added in the new versions of the memories. These aspects are characterized by narratives, or fragments of narratives, shaped in the time of the telling. In our time there is a substantial influence of private interests in the educational policy context. The new ‘meta’- narrative have been described as a marketization of the educational sector on all levels, with implications for teachers professional identities (Hargreaves, 2006). In this new educational ‘quasi’- market new and old actors meet in different ways in different places. This development put a new focal point on the localities where new narratives about education are told. In his description of exellent clusters Ball (2007) show how discursive fragments moves back and forth between governments and local innovation hot spots in the process of forming new narratives of ‘what works’. These fragments, as told by Ball, are pervaded by neo-liberal ideas. In my data I also trace other, less dominant, ‘meta’- narratives and to describe them I adopt the notion of ‘nested narrative types’ from Linde (2009). My intention in using this notion, is to describe those narratives about education that no longer have, or never have had, a dominant or hegemonic position, but still stands out in the institutional memories.   The empirical foundation in which this study is anchored is based on 15 lifehistory interviews conducted with 8 teachers who have been working at the same high school during two years or more. The school was recently shut down and the narratives of the teachers covers the 40-year period when the school was in use. All interviews have been transcribed in detail and screened for institutional memories. Different versions of the memories have been analyzed with respect to discursive fragments and nested narratives.Our results show that versions of institutional memories in a local school context offers different possibilities for teachers to position themselves in relation to different ‘meta’- narratives, or fragments of narratives, about education.

Place, publisher, year, edition, pages
2010.
Keywords [sv]
institutionellt minne, skola, identitet
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-12169OAI: oai:DiVA.org:kau-12169DiVA, id: diva2:509303
Conference
NERA’s 38th Congress, Active citizenship, 11-13 March 2010, Malmö University, Sweden.
Note

Nordisk forening for pedagogisk forskning/Nordic Educational Research Association

Available from: 2019-02-21 Created: 2012-03-12 Last updated: 2019-02-21Bibliographically approved

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Löfgren, Håkan Löfgren

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CiteExportLink to record
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Citation style
  • apa
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Output format
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