32 SES 14, Methodology of Organizational Education Research
This abstract is about rhythms and how professionals struggle to balance two categories of rhythms in a public school. The teachers at this school clearly expressed that they had a common denominator in regards to their work life, being that they did not have enough time to do their work. Their understanding of time were always audible and they were very verbal about their frustrations in relation to time (pressure). The full article is about rhythms in a specific public school as a way to gather a new perspective on work life.
Leaders and managers of the welfare professionals can hopefully gain a new perspective and understanding of the daily grind they know so well by reading this article. It may lead to a new inspiring dialogue between leaders of public schools and partly the professionals they employ and partly the management of the schools situated in the municipalities.
The empirical findings is based on a large variety of observations in class rooms, staff room, break time and the general work life of the teachers and pedagogues present at this public school in the vicinity of Copenhagen. It is no coincidence that a rhythm-based analysis is chosen when time and tempo of the welfare professionals is to be examined. By looking at that fact from a rhythm-based perspective it brings a much more clear overview on how to dissect organizational behavior because there is two kinds of rhythms which theoretically is supported by Lefebvre (2004) such as mechanical and organic rhythms. In this article I will examine how two different categories of rhythms and their related temporalities at the same time both distract and condition each other and how it affects perception of time.
Rosa (2013) states that the society is controlled by a strict time-regime which certainly fits as a context-setter for these empirical findings. Add in that the welfare professionals in schools were subjected to a new policy (law 409, 2013) were leaders in schools now decided teacher’s working time. Temporality is controlled by different objects of time such as calendars and clocks (Birth, 2012) and in this case for example the school’s clock and the teacher’s weekly schedule. Even though we are fully aware that one hour for instance is the same no matter the context or the emotion (Adam, p.38), it is a fact by ratification of law 409 (2013) that the teachers are obligated to stay longer at their workplace and is scheduled with more lessons. That has influenced the rhythms in a certain way which became evident the first day I walked through the door.
Adam, B. (2004) Time. Cambridge: Polity Press Ltd. Birth, K.K. (2012). Objects of Time. How things shape temporality. New York: Palgrave Macmillan. Law 409 (2013) Found 20th of January 2017 at: https://www.retsinformation.dk/forms/r0710.aspx?id=146561#Bil3 Lefebvre, H. (2004) Rhythmanalysis. Space, Time and Everyday Life. London: Continuum. Rosa, H. (2013) Alienation and Acceleration: Towards a Critical Theory of Late-Modern Temporality. Berlin: Suhrkamp Verlag.
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