ABSTRACT

The purpose of this critical study is to generate knowledge about decisions by education authorities that serve an advisory and normative function for Swedish preschool education at the operational level, with a focus on work with children in need of special support. This has been achieved by scrutinising documents generated in conjunction with a quality audit within the framework of the Swedish Schools Inspectorate’s three-year focus on preschools from 2015 to 2017. The analysis shows that the documents can be understood as discursive expressions within and for a regime of truth, wherein the effects of power contribute to certain norms and values gaining precedence in the operationalisation of what constitutes qualitative special support. The analysis further shows that the state quality audit focuses on instrumental and measurable understandings of quality and highlights sameness rather than difference by downplaying the ethical and pedagogical aspects of the special support.

摘要

这项重要研究的目的是了解教育当局的决策，这些决策在运营层面为瑞典学前教育提供咨询和规范功能，重点是与需要特殊支持的儿童一起工作。这是通过在瑞典学校监察局从 2015 年至 2017 年三年关注学前教育的框架内审查与质量审计相结合生成的文件来实现的。分析表明，这些文件可以被理解为一个制度内和一个制度内的话语表达真理，其中权力的影响有助于某些规范和价值观在构成质量特殊支持的操作化中获得优先权。