Teachers - a juridified profession?

In recent decades, Swedish schools have increasingly become subject to new and strengthened legal regulations (juridification). We know little of how these changes affect teachers´ professional practice and thus the education offered to students.

The purpose of this project is to contribute knowledge on the complex relations between juridification and teachers’ professionalism.To study these relations, we use a recent and unique example as an empirical case: the decision of the government to give the Convention on the Rights of the Child the status of Swedish law from 1 January 2020.

This will be analysed, based on curriculum theory, using three theoretical concepts: enactment, juridification and professionalism. Two sub-studies will examine how the Convention is enacted by four national authorities and six schools.

The study will analyse texts and conduct interviews with key actors at national level, and with teachers, principals and superintendents at the local compulsory school level. The project will extend over four years.The study has high general societal and specific educational relevance. Its goal is to contribute theoretical development by bringing curriculum theory and profession theories together.

It will also contribute empirical knowledge on the possibilities and challenges that will occur between juridical governing and pedagogical activities. The results are expected to be of great benefit to researchers, policymakers, teachers, principals and students.