An Ethnographic Investigation of a British Quaker School: Belief, Values and Cohesion

Abstract

This ethnographic study of a British Quaker school asks: ‘How is Quakerism expressed in this school?’ It considers the experiences of staff and students collected through reports during interviews and focus groups, and through lesson and general observations. The article distinguishes between formal and substantive rationality, finding that while the literature shows that many schools are run on formally rational principles, the data collected shows that a school influenced by Quaker values can resist some of the negative impacts of formal rationality. The article addresses some of the concerns of the group ‘Quaker Values in Education’, set up to work towards an education system in line with Quaker values; this school resisted or rejected the enforcement of practices on teachers by superiors, excessive assessment and militarisation. While Quaker values were seen by respondents to be important in the daily life of the school, the religious beliefs of Quakerism were not. Quaker values were related by respon...