Looking beyond a collective

One of the most interesting aspects of researching teacher professionalism in England and Sweden has been trying to understand what a collective voice sounds like. Who are the collective? How do they organise themselves? Do they speak louder together or, despite their number, only in a whisper? What I have discovered is that, in the teaching…

Raising the voices of mothers

I would like to raise the voices of mothers in Early Childhood Education. Many countries have started or continued educational policies for expansion of enrolment to infants, toddlers and pre-schools. Mothers are the key in this enrolment. They search for and choose the education or care for their children and then decide the best age for…

Raising voices in policymaking and teacher education

In the construction of a curriculum in Sweden, there are different stakeholders involved. It’s also a democratic process that needs to be maintained. The Swedish National Agency for Education has responsibility for the process. But this process is a negotiation between different voices of different stakeholders. There are many voices that should be listened to.…

Raising the voice of teachers

A voice that I would like to raise in education is that of teachers. Often the loudest voices in education discussions are those of law makers, policy makers and celebrities. Perhaps we hear from school leaders, maybe from parents or governing boards. But the people who have the most experience to draw on are teachers.…

Raising the voices of teachers as private school owners

If school systems are analysed from a comparative perspective, the Chilean, Swedish and English cases stand out because of their accelerated and high degree of privatisation. However, even though research on the expansion of subsidised private education is well developed, the owners or managers of these schools have been poorly studied. For this reason, I…

Raising a collective voice

The privatised context of teachers’ work encourages a culture of individualism and individualisation in which the collective identity is often imposed by a corporate elite.  I believe that professional self-definition through community and a unified message are essential if the teaching profession is to challenge these discourses of division and own brand forms of professionalism.  By…