Within the specific cultural and historical context of Swedish adult education, this article employs autoethnography to explore teachers’ complex experiences during the era of neoliberalism. Its aim is to illuminate teachers’ multifaceted realities within this dynamic and shed light on the diverse challenges and struggles they encounter. Drawing on personal experiences and Stephen Ball's conceptual framework, the article asserts that neoliberal ideologies prompt significant shifts in education, emphasizing market-oriented practices, individualization, and flexibility. Consequently, these influences have a profound impact on teachers’ work, belief systems, values, behaviors, and pedagogical approaches. The narrative offers insights into the emotional, professional, and ethical challenges prompted by these reforms. It captures the interplay between policy changes, teachers’ responses, and broader implications for education quality and teachers’ wellbeing. This process becomes interwoven with teachers’ negotiations amid tensions between neoliberal policies and their professional ideals, evoking a range of emotions—from subjective alienation to ontological uncertainty.

中文翻译：

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瑞典城市成人教育中教师主体性的转变：自我民族志的视角

在瑞典成人教育的特定文化和历史背景下，本文采用自我民族志来探讨新自由主义时代教师的复杂经历。其目的是阐明教师在这种动态中的多方面现实，并揭示他们遇到的各种挑战和斗争。文章借鉴个人经验和斯蒂芬·鲍尔的概念框架，断言新自由主义意识形态促使教育发生重大转变，强调以市场为导向的实践、个性化和灵活性。因此，这些影响对教师的工作、信仰体系、价值观、行为和教学方法产生深远的影响。该叙述提供了对这些改革引发的情感、专业和道德挑战的见解。它捕捉了政策变化、教师反应以及对教育质量和教师福祉的更广泛影响之间的相互作用。这一过程与教师在新自由主义政策与其职业理想之间的紧张关系中的谈判交织在一起，引发了一系列情绪——从主观疏远到本体论不确定性。