The past decades of transformation in the sociopolitical structures of most Western welfare states, such as retrenchment and decentralization, in combination with social and climate related developments have put a strain on the Swedish crisis management system. In parallel, non-traditional occupational groups increasingly participate in various forms. Yet, the work procedures and communication applied by occupational groups within the crisis management system, as well as their interpretative prerogative regarding crisis and crisis management, may influence the views of and collaboration with other actors. Further, due to various gender related norms and values in specific occupational groups, crisis management can be even more complex. The professional rationales characterizing the Swedish crisis management system have traditionally been male dominated, masculine coded, and build upon a “military” tradition. As a consequence, men’s knowledge and understandings are given emphasis to, while other forms of experiences and skills tend to be largely ignored. Correspondingly, also alternative ways of thinking and speaking of crises and crisis management may be excluded.
One occupational group that has been particularly affected by societal and climate related changes is teachers who have had significant roles. A recent Swedish example is the attack on a school in Trollhättan in October 2015 where, among others, a teacher and a teacher’s assistant were killed. Teaching is a profession characterized by pedagogic responsibilities, and, since historically female dominated, often associated with care and similar “soft values”. The professional logics of teachers thus clearly differs from that of traditional crisis management actors. In addition, research has highlighted large differences between women’s and men’s understandings of risks and crisis management.
The present study aims at exploring underlying assumptions and understandings of responsibilities and the division of responsibilities mirrored in teachers’ reflections of crisis management. A discourse analysis will be performed on qualitative interviews with 20 Swedish middle and high school teachers. The various understandings of responsibility may, in a second step, be related to more overarching discussions of the division of responsibilities in society.