Political relationship and narrative knowledge : a critical analysis of school authoritarianism
Author(s)
Bibliographic Information
Political relationship and narrative knowledge : a critical analysis of school authoritarianism
（Critical studies in education and culture series）
Bergin & Garvey, 2000
- alk. paper
Available at 5 libraries
Note
Includes bibliographical references (p. [213]-216) and index
Description and Table of Contents
Description
Armitage taught for one year in a British grammar school from 1971 to 1972 when the school amalgamated with a secondary modern school to form a comprehensive school. He followed the political practices and episodes of the amalgamation in relation to their political and educational significance.
The amalgamation seemed to result in an ineffective and underperforming school and he tried to introduce practical and constructive changes. His narrative describes his political struggle to reform the school in the face of an anti-democratic and authoritarian culture. The causes of failure are analyzed, and the real, complex, and messy functioning of a school system uncovered. The need to understand the politics and culture of schooling is advocated. A model of micropolitical action and responsibility is demonstrated that could help result in improvement of educational institutions.
Table of Contents
Introduction
The Making of a Comprehensive School: The Significance of Micropolitical Practices
Narrative Action and Theoretical Explanation
A Micropolitcal Process
Disciplinary Tribunal for Criticizing a Head Teacher
The Politics of Domination
Discourse, Policy, Politics
Authoritarianism Versus Authority
The Ideological Domination and Emancipation of Educators
Narrative Explanation, Validity, and Conclusion
Bibliography
Index
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