Increased requirements to document have raised resistance among teachers. RESISTANCE project investigates how teachers frontline work with children in documentalized educational institutions is organized and how the resistance on the increasing documentation comes into being. With institutional ethnography's method of inquiry, the project takes a novel methodological stance on the discussion on the problematic state of the everyday in education. With the material of legal, administrative, and daily documents of teachers' work, observations, and various modes of document aided interviews we investigate how and where teachers' work with documents becomes tense and problematic. The project explicates the multidisciplinary understanding on the work of teachers with documents and develops the methodology of institutional ethnography.

2024

2028