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The Danish upper secondary school was reformed in 2005. The reform had been anticipated
for a long time. It was badly needed and much was expected of it but when the reform was
implemented, many teachers experienced several of the new measures as irrational or even
absurd. The new legislation didn’t make sense but appeared extremely complicated and
contradictionary. This article studies the school reform through the filter of discourse analysis.
The reform represents an advanced version of liberal management and is construed as an
alliance between 4 conflicting regimes of practice. Consequently the reform is very difficult
to handle for the teachers and the school management. They are facing a lot of dilemmas and
the issue of professional competence development is becoming crucial.