Velfærdsorganiseringens logik: Uddannelsesplanlægning

Educational planning has become an essential ingredient in providing welfare in welfare societies. This article examines and criticizes the prevailing logic of educational planning by teasing out an underlying conception of ‘action’. By mobilizing an ethnomethodological critique of this notion of planning the article suggest that a situated perspective on action provides an alternative. Building on this alternative the article draws on contemporary practice theory to unfold how a situated perspective on action can understand educational planning as an activity that takes place in ecologies of practices. Drawing on examples from educational planning practices in engineering the article illustrate how activities unfold in ecologies of practices. The article concludes that this reconstruction is of significance because it helps to make the normativity of educational planning explicit.