Parallel lines – tensions in teachers’ enactment of the vision of a newly established school in Sweden

This paper aims to share new knowledge about tensions in establishing a school marketised educational landscape, with special focus on teachers’ experiences of enacting highly profiled vision. The is based single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created multilayered triangle analyse process strategies teachers use realise be able hold vision when first generation students arrive, this connect more abstract ‘future school’. Meanwhile, daily practice ‘present school’, they perceive difficulties working line relations between students, respectively, become parallel lines. It seems then, that for visionary work function from start newly established school, all triangle, i.e. teachers, need there.