1 Department of Education - Learning, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Pædagogisk Antropologi, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Pædagogisk Antropologi, Emdrup, Danish School of Education, Arts, Aarhus University
An analyses of pedagogues' individualised silence and collective articulationsEn analyse af pædagogers individualiserede tavshed og kollektive italesættelse
In recent years, a focus on inclusion and vulnerable children has reignited discussions about the quality of pedagogical work. It has also initiated processes of change that have challenged the Danish kindergarten tradition and the identity of the pedagogue in a number of different ways. In this article, I address these changes to the field of day-care, focusing in particular on the professional identity of pedagogues. Furthermore, I examine Donald Schön’s term ‘the reflective practitioner’ (Schön 1983) and identify problematic aspects of this concept using a Bourdieu-inspired perspective in which the practical sense and tacit knowledge are related to questions of power and social actors’ strategies for positioning themselves within a social space. This demands a particular focus on the historical effect of the concept of ‘the reflective practitioner’ as a symbolic marker of identity in the cultural logic of the pedagogical field. I also address the way in which this logic considers practice to be the exponent of all that is good, meaningful and correct. My use of Schön’s concept also serves to illuminate that it has been a theoretical source of inspiration, which has undergone so many transformations that it tends to be neither consciously nor obviously articulated, but is instead an implied value.