FULLTEXT01

produces performances, which have contributed to the construction of a
particular school (Säfström, 2001).
So-called „situated knowledge‟ and experience of school reforms and dilemmas
related to such reforms seem to be ascribed importance in some of the
consensus-like logic that makes „school development‟ to its focus. Several
longitudinal, school development- and research projects seem to be designed as
sorts of procedurally oriented models implemented on school‟s conditions with
elements of action research. Nevertheless, Svedlin (2003) argues that such
models are not neutral and therefore one should also analyze how the
implementation unfolds and how certain elements are excluded in connection
with such an evaluation, or how the understanding about such aspects is.
I pay special attention to two theses, Schantz Lundgren´s (2008) and Åstrand´s
(2009), whose respective departure points are a type of collaborative projects
with several similarities with the project that I myself participated in; that is to
say what Lendahls Rosendahl and Rönnerman (2002) call „projects ... where
collaboration between academics and practitioners is being tested‟(p.71, own
translation). What Schantz Lundgren (2008) among other things does in her
thesis is that she declares it (in addition to being a critical review of „the scope
for action model‟) for being a critical examination of her own actions in
connection with the project in question. She also states that she wants to focus
on „problems with reformal change in schools‟ (p.19, own translation) in a more
general sense. To some extent the latter may be associated to what Säfström
(2001) states about the scientific „language game‟ and education-policy-
„language game‟ as integrated into each other. When I read Åstrand's (2009)
thesis I made a partially similar but yet somewhat different reflection. Under the
PBS 146 , which was somehow focus for the project that Åstrand (2009) attended,
experience is considered as something essential, while Åstrand on the other hand
in her thesis makes stories about experiences of PBS to something significant in
itself. Thus Åstrand contributes to a clear shift in perspective in relation not
only to PBS, but also in relation to what can be considered as a consensus-like
logic connected to „school development‟. In that respect, but also with
reference to the post-modernly oriented design in Åstrand´s thesis, one might
speak of a kind of relationship between her approach and mine.
146 Problem Based School development (Scherp, 2003)
177