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Dialogue, Authority and Power: A Case Study of School Renewal

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Abstract:

This article presents a case study of a school renewal process. The framework of the case study is based upon two components. The first, dialogue, is the primary means through which members of the school community establish relationships and create meanings of their roles, identities as teachers, and their work as teachers. The second component, Bernstein’s concept of classification (1975, 1990), provides a sociological perspective for examining how changes in the distribution of authority and power lead to changes in the relationships among members of the school community. The changes in the relationships provided a foundation for a move away from centralized authority and power to creating a culture of collaborative decision making.

Document Type: Research Article

DOI: https://doi.org/10.7459/ept/22.2.02

Affiliations: 1: Indiana University 2: East Carolina University

Publication date: 2000-01-01

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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