How the concept of the “chain of command” is construed through problematizations in Swedish adult education policy

Abstract

ABSTRACT This paper focuses on how the chain of command is construed in Swedish municipal adult education. With a qualitative research approach and by drawing on the theoretical and methodological framework ‘What’s the “problem” represented to be?’ (WPR) approach, the aim is directed at identifying, interrogating, and reconstructing problem representations. The empirical material consists of contemporary key adult education policy that focuses on the chain of command and was analyzed in NVivo. Ethical considerations as well as data credibility, validity and reliability reflections were made in the form of WPR-guided self-reflexivity. The results indicate that both heads of education and principals are held responsible for the ‘weaknesses’ of the chain of command. Different solutions are also construed to solve the ‘problem’ that calls for increased trust between the actors in the chain of command. However, this trust seems to be underpinned by a request for more follow-ups, rather than a trust in the principal’s pedagogical leadership. The way that these issues are construed as specific kinds of ‘problems’ and ‘solutions’ has effects on the individuals that are involved in adult education. Based on the analysis, the need for policymakers to work on understanding the unintentional consequences of policies is stressed.