On teachers and school in the transition from 'industrial' to 'knowledge' society
The author argues that recent changes in schools and the identities of teachers have created a need for new concepts and redescriptions in order to update our sensitivity to the radicality of these changes. Inspired by Deleuze & Guattari, the author attempts to shake up our usual conceptualization of these changes as a transition from ‘industrial' to ‘knowledge society'; this is done by re-describing this transition from within as a transition from ‘signifying' to ‘post-signifying' regimes. From this conceptual experiment the ‘competency nomad' emerges as a powerful concept that seems useful to replace at times or at least supplement the concept of ‘the professional teacher', which still dominates discourses on schools and teachers. The chapter primarily draws its examples from Danish educational experience.