Doris Graß (2017)
Journal of Social Science Education, Volume 16, Number 4, p. 60-74.
Abstract. – The article explores how teachers and head teachers make sense of a new education governance. – It presents a pragmatic conventionalist approach to analysing actors’ judgements of educational reforms. – Results of a study, researching teachers and head teachers at three Austrian new middle schools, are discussed. – A repertoire of seven conventions was empirically reconstructed, following the work of Boltanski and Thévenot, however, arriving at a differing typology. – Results indicate a pervasion of the market-based convention; a dominance and subsequent economisation cannot be deducted.