Lærerarbejdet mellem konceptstyring og professionsetos - om liv og modstandsformer i skolestrukturerne

Artiklen følger tre lærere, der alle har set sig nødsaget til at revidere den lærergerning, de havde forberedt sig til. Deres møde med lokale og centrale styringsformer af skolen har begrænset anvendelsen af deres erhvervede kundskaber i et sådant omfang, at de enten har måttet revidere deres væren i erhvervet eller helt forlade det. De tre cases bearbejdes med udgangspunkt i de spændinger mellem individ og institution som E. Goffman og P. Bourdieu har undersøgt som tilpasnings- og modstandsformer. Artiklen behandler disse to spørgsmål: Under hvilke sociale betingelser bliver den hengivne identifikation med lærererhvervet til, hvad betinger ’ildsjælens’ investeringer i sit arbejde? Og hvad sker der med lærerens selvforståelse, når rummet for mulige mod standsformer svinder ind?Nøgleord: Lærer; modstand; afprofessionalisering; Goffman; BourdieuAbstractThe article follows three teachers, who have all felt pressured to revise the professional life they all had prepared for. Their encounters with local and central legal authorities responsible for school administration seem to have limited the exercise of their acquired skills to such an extent that they either have had to consider whether they are to remain in the profession or simply leave it. The three cases are analysed with focus on the tension involved in being an individual in an institutional setting. Contradictions of assimilation and resistance in the teachers’ lives are handled using the theoretical frameworks of E. Goffman and P. Bourdieu. The article deals with two questions: What kind of social conditions promote the devoted and highly enthusiastic professional teacher? And what happens to the teachers’ self-recognition when the scope of possible forms of resistance becomes restricted?  Keywords: Teacher; resistance; deprofessionalization; Goffman; Bourdieu