The celebration of individual agency, which is closely connected to the promotion of the knowledge economy, competition and performance, is obvious in contemporary European education and youth policy, at national and supranational levels. Schools and teachers are thus expected to be crucial agents in fostering the development of flexible, responsible, self-governing and entrepreneurial citizens by adopting personalised pedagogies and continuous and close evaluation (Hartley, 2009). For example, the project Education Governance, Social Integration and Exclusion in Europe (EGSIE), which included studies from several European countries, revealed considerable consensus among teachers, principals and decision-makers on what constitutes a good student, a good teacher or a good head teacher, clearly reflecting such ideas about agency (Lindblad et al, 2002; Lindblad & Popkewitz, 2004). Consequently, structural and institutional power relations (Arnesen & Lundahl, forthcoming 2010) are downplayed and expressions of individual agency in terms of collective action and resistance are rendered more or less invisible. Furthermore, the emphasis on learning combined with high achievement and control may lead to more children and young people being marginalised and left with less room for agency, resulting in teachers’ attempts to promote socio-emotional development and fostering democratic citizenship being toned down. Such findings, however, make it no less essential to map and analyse new forms of influence and action, new freedoms and controls, individual as well as collective, resulting from or being in conflict with emerging power configurations This special issue highlights the subject of agency in Nordic educational institutions during the early 2000s, with respect to acting on, negotiating, opposing, transgressing and resisting, as well as examining the options for participation by various actors. It is suggested that altered relationships and increased tensions between individual ‘freedom’ (cf. Rose, 1999) and institutional control, as well as conflicting policies and values, bring about particular power dynamics, through which different actors within institutions may gain more or less influence. We also inquire into disruptions or actions that go against the grain. Whilst studies focusing on resistance often regard teachers and students as conflicting groups (see McFadden, 1995), our aim is also to search for alliances that might involve various constellations of students, teachers, and other actors. We look for contradictions in critical manifestations, since the position of being critical and in opposition is more open for some actors, e.g. middle-class boys and male teachers with permanent posts, than
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