Based on an extensive competence development project launched in a Swedish educational district the author has critically analyzed and discussed the discourse on change, innovation and globalisation within the education system.
By interviewing and observing teachers participating in the project the author has developed four categories of teachers and their perception and views regarding change. These categories are subsequently placed in a continuum of change and reforms. The author argues that when change is physically represented by a change agent, the presumed vector of change, change is consequently refuted. Furthermore the author argues that the current discourse on innovation is enriched by including the developed four categories as a deeper understanding of superstructural change is obtained. By including this understanding, change – when physically represented by a change agent – becomes a strife rather than the anticipated course of development.
This dissertation brings forth new insight to a growing discourse on innovation which is currently setting the agenda for educational policies in several countries.