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Abstract
This paper reports on an analysis of how school inspection in Sweden – its aims, directions and procedures – is portrayed in texts produced by the responsible national authorities. The study involves a textual analysis of official annual accounts and plans (texts directed to the government, municipalities, schools and the public) produced by the National Agency for Education and the Swedish Schools Inspectorate. The analysis concentrates on key concepts conveying the dominant ideas of inspection and education. The analysis is structured around four dimensions that are based on an understanding of inspection as education governance and on the characteristics of the Swedish education system. The results suggest that the rhetoric and dominant ideas of schools inspection changed when the responsibility for inspection was transferred to the Swedish School Inspectorate in the autumn of 2008. Key concepts before that time are more supportive of schools and municipalities, recognising local conditions. Later, a language with the intention of detecting shortcomings and supporting an ideology of individual rights and juridification is apparent.