| Summary: | The aim of this didactic study is to understand the terms of work, education and teaching of Swedish in a period round 2000. The research questions focus on how teachers at upper secondary school in conversations describe and construct their work, values in society and school, structures of power and relation to time. With the help of tools related to story and storytelling, and by connecting the empirical material to a late modern society, I caninterpret and understand the description of their work. With the help of Pierre Bourdieu’s theory I can see how values, power and relation to time are expressed in different ways when teachers of Swedish talk about their work and education.The results show that when teacher talk about work in school is it related to ideals in a global economy. Decentralization and individualization get new meanings when those words are placed in school environment and activity. Effectiveness, flexibility and individualization are words related to economy and they seem to have an effect on education and subjects of Swedish. I can also understand teachers’ work when it is related to power and values on the educational field. I can see how a diffuse power acts on the field and how harmony is a dominant value and a term that influences teachers’ work. New terms also form new identities related to teaching. New terms form new subjects of Swedish that in time and practice will form newhabitus connected to subjects. I call it ämneskonceptionella habitus.
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