Forskningsparadokset: Hvordan skoleledere legitimerer kunnskap i partnerskap med universitetet
DOI:
https://doi.org/10.31265/eryxgw96Emneord (Nøkkelord):
legitimation code theory, spesialisering, skoleledelse, universitet-skole-partnerskap, forskning-praksis-gapetSammendrag
Skoleledere i et langvarig partnerskap mellom universitet og skole verdsetter konsekvent forskning som grunnlag for skoleutvikling, men legitimerer egen praksis gjennom erfaring og lederidentitet snarere enn gjennom forskningen de anerkjenner. Artikkelen analyserer åtte semistrukturerte intervjuer med fire rektorer og fire skolesjefer fra et syvårig norsk partnerskap som omfatter 34 skoler. Ved å kombinere abduktiv tematisk analyse med koding på segmentnivå langs Legitimation Code Theorys (LCT) spesialiseringsdimensjon, det vil si epistemiske relasjoner (ER), sosiale relasjoner (SR) og de fire resulterende kodene (kunnskapskoder, kjennerkoder, elitekoder og relativistiske koder), sporer vi hvordan legitimering forskyver seg i den enkelte aktørs diskurs når temaet skifter. Informantene mobiliserer kunnskapskoder når de snakker om forskning på et abstrakt nivå, og kjennerkoder når de beskriver egen praksis. Ulike temaer trekker legitimeringen i ulike retninger: lederansvar mot kjennerkoder, organisering mot relativistiske koder, forskningens rolle mot kunnskapskoder. Suksess tilskrives personlig innsats, mens utfordringer plasseres i strukturer. Vi leser disse mønstrene som et sammenstøt mellom legitimeringsprinsipper i forskningsfeltet og skolefeltet, snarere enn som individuelle mangler, og trekker på rekontekstualisering som strukturell forklaring. Studien omdefinerer forsknings-praksis-gapet fra et spørsmål om tilgang eller oversettelse til et spørsmål om legitimering, og behandler spesialisering som kontekstuelt aktivert innenfor aktører, ikke bare på tvers av felt eller disipliner.
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Opphavsrett 2026 Arne Olav Nygard, Atle Skaftun
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