From Marginalization to Empowerment: Policy Shifts and the Positioning of Swedish Preschool Teachers

Proceedings of the 7th World Conference on Education and Teaching

Year: 2025

DOI:

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From Marginalization to Empowerment: Policy Shifts and the Positioning of Swedish Preschool Teachers

Sara Cervantes, Anna Öqvist

ABSTRACT:

Since 1972, Swedish preschools have experienced numerous policy reforms that outline guidelines for the work in preschool where preschool teachers and caregivers work together. In 2010, a significant shift occurred, granting preschool teachers increased responsibility for educational content and lead teaching—a complex and challenging aspect of preschool practice. This study examines the evolution of preschool policies and their impact on the positioning of preschool teachers, enabling them to assume a strengthened responsibility for preschool education. Utilizing positioning theory and a qualitative research design, this analysis of seven policy documents reveals a transition from the marginalization of preschool teachers to their empowerment. The findings highlight how policies can either marginalize or empower preschool teachers, reshaping responsibilities and redistributing power within preschools. Addressing policy ambiguities is crucial to resolving overlapping responsibilities between preschool teachers and caregivers, fostering opportunities for role reinterpretation and contested positions.

keywords: policy, preschool teacher, positioning theory, leadership, preschool