ABSTRACT

This article is a part of an on going ethnography project that run over six years in an Upper Secondary School in the south of Sweden. In this particular article we shed light over the implementation, enactment and reactions from the staff of one of the latest of a series of reforms that has been launched into the Swedish educational system: The Teachers’ Salary Boost reform (TSB). The reform rewarded especially excellent teachers – with raise in their monthly wage with 200–300 €. 40–50% of the teachers at the school did not get any raise at all. We produced our data using ethnographical methods with focus on participant observation, formal and informal interviews. From our data we draw the conclusion that while the leadership at the school executed the reform as a question concerning administration, the teachers receive the reform as a question concerning existence. The embedded trivialisation of teachers’ skilfulness remodelled the teachers professional positioning and made them questioning their professional lives and professional selves.

摘要

本文是正在进行的人种学项目的一部分，该项目在瑞典南部的一所高中中进行了六年。在这篇特别的文章中，我们向员工介绍了瑞典教育体系中一系列最新改革中的一项的实施，制定和反应：教师薪金提高改革（TSB）。改革对特别优秀的教师给予了奖励-将他们的月工资提高了200-300欧元。学校40％至50％的老师根本没有加薪。我们使用人种志方法生成了数据，重点是参与者的观察，正式和非正式的采访。根据我们的数据，我们得出的结论是，尽管学校领导层将改革作为与行政管理有关的问题进行，教师接受改革是一个关于生存的问题。嵌入的琐碎的教师技巧改变了教师的职业定位，使他们质疑自己的职业生活和职业自我。