Abstract
This article analyses the introduction of a mandatory learning management system (LMS) in Danish primary and lower secondary education. By thinking with Bourdieu’s concepts of field, capital and habitus, the study analyses key policy texts to identify the embedded logics that structure the field of education, reflecting relationships of domination and struggle and explores how these logics and conflicts influence process of policy change. A historical analysis of the conflict between legislators and the Teachers’ Union (TU) in Denmark is conducted based on 21 policy texts published between 2005 and 2020. The findings indicate that human capital is the predominant logic structuring the field of education. Legislators use the logics of other fields such as economics to support this predominance. Moreover, the findings suggest that changes in educational policy are the result of a protracted struggle between legislators and the TU, with legislators making ongoing adjustments to policies based on pressure from the TU. These modifications can be seen as a political concession.