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Abstract
Relative autonomy refers to the space that teachers have or can create to make choices regarding the curriculum or the organisation of schooling. In order to transform the conflicts and to cope with the tensions that arise in times of change, teachers are urged to make constructive use of their relative autonomy. In this paper some of the conflicts and tensions that exist today are discussed in the context of the Swedish comprehensive school system. Two models are presented and discussed that can help to empower teachers to meet the challenges inherent in change.