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The will to collaboration – shaping leaders for schools of the future.

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Title: The will to collaboration – shaping leaders for schools of the future.
Authors: Daudi, Felicia1 (AUTHOR) Felicia.daudi@mau.se
Source: Scandinavian Journal of Educational Research. Jun2026, Vol. 70 Issue 4, p831-843. 13p.
Subject Terms: *Collaborative learning, *Educational leadership, *Teacher attitudes, *School environment, Governmentality, Collective action, Shared leadership, Participation
Geographic Terms: Sweden
Abstract: Contemporary currents in school leadership increasingly focus on collaboration and participation. In Sweden, notions of "communal pedagogical leadership" emphasize teachers' roles in shaping the desired school, introducing Collaborative Professional Learning (CPL) as an organizational necessity. This article provides a governmentality analysis of CPL manuals from 2019 to 2022, exploring the rationalities employed in its framework and how subjects are governed by it. The analysis reveals that CPL establishes new conditions for governing subjects within schools. Through CPL, school leadership assumes the role of fostering a collective unity and instilling a desire for collaboration and change, redirecting the aim of interventions to specifically target school cultures and teacher attitudes. In emphasizing teachers' commitment to collective unity as the primary measure of progress, CPL institutes a mode of governing mobilized through subjects' self-governing of their will to collaboration, thereby altering the meaning of leadership in contemporary school organizations. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Jun2026, Vol. 70 Issue 4, p831-843. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Governmentality%22">Governmentality</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+action%22">Collective action</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+leadership%22">Shared leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink>
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  Data: Contemporary currents in school leadership increasingly focus on collaboration and participation. In Sweden, notions of "communal pedagogical leadership" emphasize teachers' roles in shaping the desired school, introducing Collaborative Professional Learning (CPL) as an organizational necessity. This article provides a governmentality analysis of CPL manuals from 2019 to 2022, exploring the rationalities employed in its framework and how subjects are governed by it. The analysis reveals that CPL establishes new conditions for governing subjects within schools. Through CPL, school leadership assumes the role of fostering a collective unity and instilling a desire for collaboration and change, redirecting the aim of interventions to specifically target school cultures and teacher attitudes. In emphasizing teachers' commitment to collective unity as the primary measure of progress, CPL institutes a mode of governing mobilized through subjects' self-governing of their will to collaboration, thereby altering the meaning of leadership in contemporary school organizations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2025.2516440
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Educational leadership
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      – SubjectFull: Teacher attitudes
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      – SubjectFull: Shared leadership
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            – D: 01
              M: 06
              Text: Jun2026
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              Y: 2026
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