91̽��

Image

The study is based on an incident from 2021. A secondary school teacher gave a digital civics lesson where the storming of the US Capitol was used as an example of a threat to democracy. Behind the camera sat a parent – also a local politician representing the Sweden Democrats – who reacted strongly and sent an email accusing the teacher of left-wing activism and a lack of objectivity.

– The email quickly escalated into a national media event after the headteacher wrote about it in a column for a union magazine. Soon, news media, political commentators and the Minister for Education were all involved, says Eva Reimers, senior researcher and professor of education.
She and her colleague Lena Martinsson followed the media coverage, analysed the debate and interviewed the key actors – the teacher, the headteacher, the pupil and the parent.

Objectivity as a political weapon

The study shows how different actors interpret the concept of “objective knowledge” in different ways. The teacher and headteacher emphasise the democratic mission of education, where teaching is based on source criticism, multiple perspectives, and an understanding of social issues. The parent demands value-free teaching and describes the teacher’s work as indoctrination.

– To label teaching as biased is in itself a political act. There is no such thing as entirely objective knowledge – this is recognised both by the Education Act and the national curriculum, says Eva Reimers.

From educator to service provider

The study places the incident within a broader context. Since the introduction of the school market in the 1990s, teachers have increasingly been described as service providers, while pupils and parents are viewed as customers.

– This has shifted the balance of power. Teachers are scrutinised not only by their managers but also by parents and politicians, making the professional role more vulnerable. There is a risk that teaching is guided by public opinion rather than professional knowledge, says Eva Reimers.

A profession under pressure

Teachers find themselves caught between curriculum directives and external demands. Populist forces exploit this by calling for neutrality in teaching, often as a way to silence certain perspectives.

– This affects the autonomy of the teaching profession and creates uncertainty about what the role actually entails. We need stronger protections for teachers who defend the school’s democratic mission, says Eva Reimers.

Resistance and responsibility

Despite the pressure, the teacher in the study chose to go public with his own article defending the aim of the lesson. He received support from both the headteacher and the then Minister for Education, Anna Ekström.

– Schools are meant to foster democratic citizens. That means teaching cannot remain neutral in the face of anti-democratic forces. We as researchers also have a responsibility. That’s why we see our work as a form of fact-based activism, says Eva Reimers.

Part of a broader research project

The study is part of the research project School in society, funded by the Swedish Research Council. The project examines how teachers, headteachers and pupils act politically or are subjected to political influence in their professional roles. Several sub-studies are ongoing, including ones on teachers’ activism on social media and student engagement in Fridays for Future.

– The case described in the article is the most widely noted so far, but it is far from unique. We are seeing the same patterns in many places, says Eva Reimers.

Scientific article in Discourse: Studies in the Cultural Politics of Education : 
 

Text: Ragnhild Larsson