Governmentality and the Norwegian Knowledge Promotion Reform
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 33030
Governmentality and the Norwegian Knowledge Promotion Reform

Authors: Christin Tønseth

Abstract:

The Norwegian ‘knowledge promotion reform’ was implemented in elementary schools and upper secondary schools in 2006. The goal of the reform was that all pupils should develop basic skills and competencies in order to take an active part in the knowledge society. This paper discusses how governmentality as a management principle is demonstrated through the Norwegian ‘knowledge promotion reform’. Evaluation reports and political documents are the basis for the discussion. The ‘knowledge promotion reform’ was including quality assurance for schools, teachers, and students and the authorities retained control by using curricula and national tests. The reform promoted several intentions that were not reached. In light of governmentality, it seemed that thoughts and intentions by the authorities differed from those in the world of practice. The quality assurances did not motivate the practitioners to be self-governing. The relationship between the authorities and the implementation actors was weak, and the reform was, therefore, difficult to implement in practice.

Keywords: Education politics, governance, governmentality, the Norwegian knowledge promotion reform.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.2643687

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1162

References:


[1] S. Hammer, “Statistikk, styring og subjektivitet”. (Statistics, governance and subjectivity). Tidsskrift for samfunnsforskning, vol 1, pp. 73-102, 2008.
[2] S. Winter, and V. L. Nielsen, “Implementering af politik” (Implementation of public policy). Århus, Academica, 2008.
[3] Utdannings- og forskningsdepartementet. “Kunnskapsløftet–reformen i grunnskole og videregående opplæring”. (The knowledge promotion reform in primary and secondary education.2006. From: https://www.regjeringen.no/globalassets/upload/kilde/ufd/prm/2005/0081/ddd/pd fv/256458-kunnskap_bokmaal_low.pdf.
[4] K. Bachmann, K. Sivesind, and R. Bergem. “Evaluering og ansvarliggjøring i skolen.” (Evaluation and responsibility in school), in G. Langfeldt, E. Elstad, and S. Hopmann, (eds.), Ansvarlighet i skolen. Politiske spørsmål og pedagogiske svar. (Responsibility in school. Political questions and educational answers). Oslo, Cappelen. 2008.
[5] M. Dean, “Governmentality. Power and Rule in Modern Society.” Los Angeles, London, New Dehli, Singapore, Sage publication Ltd. (2nd edition), 2010.
[6] M. Foucault, ”Governmentality”, in G. Burchell, C. Gordon, and P. Miller (eds.), The Foucault Effect: Studies in Governmentality, Hemel Hempstead, Harvester Wheatsheaf, pp. 87-104, 1991.
[7] I. B. Neumann, “Forord”. (Preface). In M. Foucault, Forelesninger om regjering og Styringskunst. (Lectures on Government and management art), Oslo, Cappelen Akademisk Forlag, pp. 7-38, 2002.
[8] M. Dean, “Governmentality: power and rule in modern society”. London, Sage Publications, 1996.
[9] N. Ettlinger, “Governmentality as Epistemology”. Annals of the Assosiation of American Geographers, vol.101, no 3, pp. 537-560, 2011. doi:10.1080/00045608.2010.544962.
[10] M. Foucault, “Overvåkning og straff: det modern fengsels historie.” (Surveillance and punishment: The history of modern prison) (3.ed.). Oslo, Gyldendal, 1999.
[11] P. Aasen, J. Rye, E. Ottesen, E. T. S. Prøitz, and F. Hertzberg, “Kunnskapsløftet som styringsreform - et løft eller et løfte?” Sluttrapport. (The knowledge promotion as a governance reform - a boost or a promise? Final report). Oslo, NIFU. University in Oslo, 2012.
[12] UFD. “Education for All - National Action Plan for Norway in accordance with the World Education Forum Declaration, Dakar, 2001”. Oslo, The Ministry of Education and Research Affairs, 2003.
[13] J. Moen, “Om reformer. En studie av Kvalitetsreformen, Politireform 2000 og Kunnskapsløftet.” (About reforms. A study of The Norwegian Quality Reform, Policereform 2000 and the knowledge promotion reform). Dr. thesis. Karlstad, Karlstad University Studies, 2011.
[14] J. Hodgson, W. Rønning, and P. Tomlinson, “En studie av læreres praksis og deres tenkning under Kunnskapsløftet.” (A study of teachers' practices and their thinking under the knowledge promotion reform). Report. Tromsø, Nordlandsforskning, 2012.
[15] OECD, “The Well-being of Nations. The Role of Human and Social Capital. Education and Skills”. Paris, OECD, 2001.
[16] E. L. Dale, B. U. Engelsen, and B. Karseth, “Kunnskapsløftets intensjoner, forutsetninger og operasjonaliseringer: en analyse av en læreplanform.” Sluttrapport. (The intentions of the knowledge promotion reform, prerequisites and operationalizations: an analysis of a curriculum). Oslo, University in Oslo, 2011.
[17] J. O. Skålid, “Ny form for sentral skolestyring.” (New form of central school management), 2013. From: http://forskning,no/barn-og-ungdom-pedagogiske-fag-skole-og-utdanning/2013/09/ny-form-sentral-skolestyring.
[18] N. Eriksen, “Kunnskapsløftet ikke sosialt utjevnende.” (The knowledge promotion reform are not socially equalizing), 2012. From: http://forskning.no/barn-og-ungdom-skole-og-utdanning/2012/06/kunnskapsloftet-ikke- sosialt-utjevnende.
[19] H. Hølleland,“Reformer som skaper reformer.” (Reforms that creates new reforms). Bedre skole, vol 4, pp. 46-49, 2008.
[20] P. Tronsmo, P. “Ledelse i utdanningssektoren.” (Management in the education sector). Bedre skole, vol 1, pp. 62–67, 2010.
[21] S. E. Nordenbo, “Kunnskapsløftet som reformproces.” (The knowledge promotion reform as a reform process). Aarhus, Aarhus University, 2012.
[22] T. Jørgensen, “Sosiale skjevheter forsterkes gjennom utdanningssystemet.” (Social bias is enhanced through the education system). Samfunnsspeilet, vol 6. Oslo – Kongsvinger, Statistisk sentralbyrå, 2000.
[23] N. Vibe, M. W. Frøseth, E. Hovdhaugen, and E. Markussen, “Strukturer og konjunkturer: evaluering av Kunnskapsløftet: sluttrapport fra prosjektet Tilbudsstruktur, gjennomføring og kompetanseoppnåelse i videregående opplæring.” (Structures and Business cycle: Evaluation of the knowledge promotion reform: Final Report from the Project Tender Structure, Implementation and Competency Achievement in Higher Education). Report. Oslo, NIFU, 2012.
[24] R. Kroken, “Nye perspektiver på sosialarbeideres samfunnsoppdrag.” (New perspectives on social workers' social assignments). Nordisk sosialt arbeid, vol 4, pp.306-316, 2006.
[25] A. Bakken, and J. J. Elstad, “For store forventninger? Kunnskapsløftet og ulikhetene i grunnskolekarakterer.” (Too big expectations? The knowledge promotion reform and inequalities in elementary school grades). Report. NOVA, 2012.
[26] F. Kjellberg, “Kommunalt selvstyre og nasjonal styring.” (Municipal autonomy and national governance), in Norsk statsvitenskapelig tidsskrift, vol 7, 1991.