School knowledge and teacher authority–politicisation and depoliticisation of compulsory education instigated by a right-wing nationalist parental intervention

Abstract

The article explores differing conceptions of, or a struggle concerning, the role of compulsory education, the understanding of knowledge, and the authority of teachers. It is based on a discourse theoretical analysis of emails, online media, and parliamentary data from Sweden, initiated by a parent who is active in the nationalist party, the Sweden Democrats. He criticised a teacher for being leftist by not representing the storming of the US Capitol in a neutral and objective manner. The analysis reveals that the discussion not only concerns what should characterise teaching and knowledge but also reflects a struggle over who should hold authority and determine what takes place in schools. The study demonstrates how the critique of teaching as biased gains momentum through the intersections of populist demands for so-called objective teaching and the Swedish school market system. Together, these factors contribute to the subversion of teacher professionalism, authority, and trust.