Seeing Like an Inspector: High Modernism and Mētis in Swedish School Inspection

• Autores: Joakim Lindgren
• Localización: Sisyphus: Journal of Education, ISSN-e 2182-9640, Vol. 2, Nº. 1, 2014 (Ejemplar dedicado a: Frameworks of Regulation: Evidence, Knowledge and Judgement in Inspection), págs. 62-86
• Idioma: inglés
• Enlaces
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• Resumen

  • In this article, John C. Scott (1998)’s ideas are used in order to discuss how the Swedish state sees education, as it relies upon its technical and juridical rationality. Drawing on cross-case study data from inspection processes, it is suggested that inspectors’ work involves a dual optic. On the one hand, regular supervision is explicitly conformed to a regulatory evidence-based model derived from ambitions to develop universal, objective, and neutral judgements. On the other hand, the concrete work of inspectors does entail modification, adaptation, and mediation of rules, templates, schemes, and standard procedures. Hence, the evidence-based design denotes inspectors’ practical wisdom or mētis.