Justification and Critique of Educational Reforms in Austria: How Teachers and Head Teachers (Re-)Frame New Governance

Abstract: Purpose: Against the backdrop of a new governance regime of schools in Austria, which combines policies of decentralisation and school autonomy with an accountability program of standardised outcome control, this article explores how the so called “agents of change” – teachers and headteachers – take up these ideas and corresponding governance instruments and frame them on grounds of moral considerations. The aim is to present a theoretical framework for analysing – at the individual level – moments of critical evaluation and affirmative justification of more general political actions as well as of every day’s work practices.Approach: Drawing on the concept of orders of justification and the pragmatist theory of conventions, a qualitative, interview-study with 15 teachers and head teachers in Austrian middle schools was conducted with the intention to discover a repertoire of educational conventions applied by the actors to criticise or justify reform-based decisio.... http://www.jsse.org/index.php/jsse/article/view/851

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Justification and Critique of Educational Reforms in Austria: How Teachers and Head Teachers (Re-)Frame New Governance ; day:09 ; month:01 ; year:2018 ; Journal of social science education ; (09.01.2018)

Contributors, Places and Time

• Creator: Graß, Doris

Further information

• DOI: 10.4119/jsse-851
• URN: urn:nbn:de:101:1-2019011816424642166674
• Rights: Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 14.08.2025, 10:55 AM CEST