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ERIC Number: EJ1162645
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1745 -7823
Facilitators in Ambivalence
Karlsson, Mikael R.; Erlandson, Peter
Ethnography and Education, v13 n1 p69-83 2018
This is part of a larger ethnographical study concerning how school development in a local educational context sets cultural and social life in motion. The main data "in this article" consists of semi-structural interviews with teachers (facilitators) who have the responsibility of carrying out a project about formative assessment in upper secondary schools in the south of Sweden. The focus of the study is how the teachers make meaning of their position as facilitators and leaders, how they handle their fellow teachers' criticism and resistance, how power transforms professional and human relationships, and how complex and weakly articulated power results in conflicting and ambivalent possibilities for action. From our perspective, the resistance the facilitators meet, although the project makes use of a concept that has proved to be successful, reveals an ambivalent structure where the facilitators have to face contradictory demands from different stakeholders.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden