PowerPoint-esitys by yurtgc548

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									            Action Research and
         the Micropolitics of School
                    On Action Research
    You cannot understand a system until try to change it!
                        Kurt Lewin
                      On Micropolitics
          Power is a property of the system at rest;
            politics is the study of power in action
           Pfeffer (1981) in Power in organizations
                     On School Change
                   The more things change
               the more they remain the same.
Sarason 1971 in The culture of school and the problem of change
Micropolitics in Schools
The roles and dilemmas
 of an action researcher



       ??
        ?




     in a school
ACTION RESEARCH
close to practice, experiential, problembased participatory,
collaborative, democratic, critical, reflective, conciousness-
raising >>>>>> social action emanating learning
(knowledge comes from/lies in doing)
empowering and aiming at change

HYPOTHESIS: The very nature and character of social reality
as well as the (power)structures by which it is designated can
be discovered/revealed when questioning and changing it.
Language as the means by which social reality is
created and maintained – action in language
Reason and Bradbury 2006, Heikkinen 2008
                    Micropolitics
            T        in Schools
        T       T
                        T

                    T       T

A system in rest
        T
H
    T       T
ACTION RESEARCH
                                     Micropolitics
  Iniative from           T           in Schools
  outside/above
                      T       T
     AR                                 T

                                    T       T

                                 (power)
                      T       relationships
           H                      in rest
                  T       T
                                      Micropolitics
                      T                in Schools
                              T
              T                       TRUST
                   AR
                  AR                      AND
                          H           POWER
Action research
    is about                      T

                          T           T
                  T
                              T
                           Micropolitics
             T              in Schools
        T        T
                               T

                           T       T
          Iniative from
        Inside (outside)
        AR
H
    T        T
                               CASE:
                      DEVELOPMENT
                     OF POLYTECHNICS
    CASES:                       Micropolitics
LEARNING CONCIOUS
                                  in Schools
    SCHOOL DAY  T
    OPEN BOOK T   T
                                 S       S
                                              S
                                     T   S

                                         T
                             T
                 T
                         S
                                         AR
        H                    S
             T       S
                     T       S
                         S
                                   Micropolitics
       AR                  T        in Schools
 T                 T
        T                      T
 Action research
    Belvedere
  (lighthouse)                       T   T



                   H
                       T   T


                   CASE:
   TEACHER EMPOWERMENT
AND PROFESSIONAL COMPETENCE
                                      T

I am a bit hesitant to the prospect of
my team leader participating, she has
been behind many of the initiatives
that I have been questioning at my
school. But I don’t think this
necessarily will create conflicts
between us.
                   (Gustafson, forthcoming)
                                        T

It can be a hornet’s nest among us adults...
We have so much, and we must talk to each
other. Our team leader conveys important
messages to us in the morning. She says for
example. Okay, now I have a bomb. Then
we become worried like hell, and then it is
only one and a half minute left to half nine.
And then we must go and put on the
teacher’s mask and go teaching, although
we just have got to know something really
weird. All of us become upset and babble
                   (Gustafson, forthcoming)
At times I feel that I talk too much [within the project]. I have a
lot of things to say. But I find it very improving to be here. I am
able to adopt new perspectives on different matters. My work
is a treadmill, it is full speed all the time. One has to solve the
everyday problems and do it quickly, solutions has to be
found immediately. But during our discussions I am allowed to
think in a more general way. I am somehow able to land.
……And then we just sit down and begin to talk about some-
thing. I feel that I am able to dissociate myself from the
ridiculous sandpit I am playing in at my school. At school we
just discuss who should take care of the different duties. But
the really interesting and rewarding to talk about the things we
might be able to change. But when you return to school you
are immediately and intensively drawn into your duties …..
But here one is able to peacefully discuss all the really
important things. It is stressful to come here, because there is
always have something else to take care of. But when I am
here, I feel really good.                   (Gustafson, forthcoming) T
Has this teacher become micropolitically more literate?
The private arena                                                               T
“As a teacher one has an immense amount of power, which is a little bit
frightening. We maintain that we have high degree pupil participation and all
kinds of pupil’s councils, as it should be in a school of the day. But at the end
it is always the teacher who makes the decisions. The good thing with the
power is that one can affect how the pupils relate to certain things. In the
case of fights between pupils one is able dig deeply in to it and affect how
the children look upon it. The unfortunate fact that a teacher has a lot of
power ends up with something positive, me using my power”
                                                         (Gustafson, forthcoming).

The arena of interaction
“The tradition is vigorously maintained by a handful of teachers in natural
sciences. They have been in the school for ages, their teaching is highly
instrumental, their approach to knowledge is narrow-minded and they expect
the school to reproduce the pupils in a disciplined matter. These teachers
have a powerful position amongst the school subject teachers because of
the fact of their seniority, their knowledge in their own subject as well as the
overall rules and regulations”                                (Eilertsen 1989)

The public arena
“All the important decisions at our school for the moment are made by the
Supreme Soviet, an Olympic committee, Mafia, call it whatever”
                                                            (Salo 2002, 232).
The Micropolitics of
ACTION RESEARCH
INITIATIVE – ENGAGEMENT
   AIMS (hidden agendas)
 RESEARCH STRATEGIES
     TOOLS (language)
 IS THERE ANY ADDED VALUE
          IN USING
 THE CONCEPT OF MICROPOLITICS
FOR THE THEORY AND PRACTICE
     OF ACTION RESEARCH
         IN SCHOOLS?

								
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