ABSTRACT

This article argues for using French pragmatic sociology to explore tensions regarding teachers’ work, by studying critique formulated by teachers themselves. Based on interviews with teachers in Swedish adult education it shows how teachers labour to reconcile ‘what is’ with ‘what should be’ by voicing critique. The findings suggest that, while some critique echoes institutionalised conventions without questioning them, formulating critique is also a way of resisting, where teachers tap into alternative conventions, or disengage from established practices. Some choose to ignore institutional rules, while others change jobs. These findings establish that some critique can serve to maintain the status quo and its institutionalised truths. However, pushing at reality through acts of critique can also fracture reality, which in turn allows other conventions to take root in the cracks. Identifying the various types of critique employed to question institutionalised conventions highlights the work that teachers do to shape reality.

摘要

本文主张使用法国语用社会学来探讨教师工作的紧张关系，通过研究教师自己提出的批评。根据对瑞典成人教育教师的采访，它显示了教师如何通过表达批评来协调“现在是什么”与“应该是什么”。研究结果表明，虽然一些批评在不质疑它们的情况下呼应了制度化的惯例，但形成批评也是一种抵制的方式，教师利用替代惯例或脱离既定实践。一些人选择无视制度规则，而另一些人则换工作。这些发现表明，一些批评可以用来维持现状及其制度化的真理。然而，通过批评行为推动现实也可能破坏现实，这反过来又允许其他公约在裂缝中扎根。识别用于质疑制度化惯例的各种类型的批评突出了教师为塑造现实所做的工作。