Swedish teachers’ views of security in schools: narratives disconnected from the national security discourse

Abstract

ABSTRACT National security discourses have entered teacher’s classrooms. A strand of largely critical literature in education studies have noted that new security tasks clash with the roles of teachers. However, few studies have yet approached this audience about their views on security. This article analyses how Swedish teachers conceive of security in relation to the school system. Data consists of semi-structured interviews with teachers and principals, conducted in medium-sized municipalities in Sweden. The analysis finds that teachers maintain a conceptualisation of security that focuses on the individual. Simultaneously, teachers rarely adopt national security discourses (except regarding school violence) and several argue against emphasising the concept of security in relation to schools. The results offer an opportunity to analyse the views of teachers as audiences in relation to the extension of the security field into the educational domain.