The aim of this essay is to examine how teachers view their role in an intense school closuredebate regarding a couple of small rural schools in a Swedish municipal, as well as whataffects their standpoint. Based on previous studies regarding the symbolic value of schools inrural areas, the essay hypothesizes that teachers working and/or living in affected rural areasexhibits a stronger citizen agent narrative than teachers working in non-affected urban areas,who are more likely to exhibit a state agent narrative. The results show that teachers viewtheir role differently; teachers who worked and lived in the affected rural area exhibitedstronger political dissatisfaction, and a stronger citizen agent narrative, than teachers whoworked in non-affected areas, who generally exhibited a state agent narrative. The mainfinding of this study is that a majority of the teachers explained their level of engagement byreferring to whether they were personally affected or not; teachers living in threatenedcommunities were, for this reason, the only teachers officially engaged in the protests.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-345625 |
| Date | January 2018 |
| Creators | Christiansen, Siri |
| Publisher | Uppsala universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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