1 Danish School of Education - Research Programme on Organization and Learning, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University
distention between competences and originalityprofessionel identitet i udspændtheden mellem kompetence og originalitet
Original pedagogues Distention between competences and originality By Christina Haandbæk Schmidt, ph. d. student Aarhus University, Denmark This presentation concerns a Ph.D. project (Sept. 2012 –Sept. 2015) about pedagogues in day care facilities and their struggles to develop and retain authenticity in professional judgment and identity building. I argue that this should be seen in the context that the professional status of the Danish pedagogues is being challenged by the current restructuring of public services with reference to knowledge economy discourse. Furthermore there is remarkable political pressure to impact upon the development of competence profiles for pedagogues as the foundation of education of pedagogues. The knowledge economy and competence discourses threaten to reduce the autonomy of pedagogues and transforming learning into “What works methods” in the education of pedagogues and in everyday life in daycare facilities. The competence term includes at least two discourses of interest; a pedagogical competence discourse and a political jurisdiction discourse which forms a distention between authenticity and competence. In order that pedagogues may regain their autonomy I shall argue that it is necessary for the pedagogues to know how they are constituted by the regimes of power on one side and on the other side are forced to create themselves. This knowledge could transform pedagogues into what I suggest calling ‘original pedagogues’, who have an authentic, ethic and professional autonomy in exercising judgment concerning pedagogical situations. To understand how pedagogues can struggle the distention between being competent and being original the project draws on both Michel Foucault and Charles Taylor as two incompatible theories on modern identity. The study is empirically founded in explorative ethnographic fieldwork studies of pedagogues’ exercising professional judgment in daycare facilities. Empirical data consist in observations of pedagogues in action combined with interviews where pedagogues reflect upon their professional identities, their exercise of professional judgment as well as the knowledge underpinning their everyday professional exercise of judgments in daycare facilities. The ambition of the project is to produce knowledge about professional pedagogue identities in day care facilities in a distention between competence and originality.