Negotiating Authority in the Ritual of the Public School Board Meeting

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2020-12-01 DOI:10.1177/0013161x19891223
Allison W. Kenney
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引用次数: 3

Abstract

Purpose: To investigate how and in what way local governance of education is consequential to the work of changing public schools. The focus is on the board of education meeting as a ritual performance where authority is socially negotiated to manage the emotional and symbolic interactions that shape the district organization. Research Design: Data are drawn from 30 months of organizational fieldwork in New Haven Public Schools. Analysis is conducted on meeting transcripts, participant observer field notes, and stakeholder interviews. Findings: Observed as a ritual chain, four aspects of board of education meetings can be manipulated by those attempting to assert their authority within the organization. Organizational members used copresence, shared understandings of the ritual, emotions and symbols, and feelings of solidarity to set boundaries around the organization and maintain stability. Conclusions: Performances of organizational routines such as board meetings are consequential to the micro-level work of leading and changing education. School improvement and reform initiatives must account for the midlevel of school governance at the district and board level to make meaningful and sustainable change.
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公立学校董事会会议礼仪中的谈判权力
目的:调查地方教育治理如何以及以何种方式对公立学校的变革工作产生影响。重点是将教育委员会会议作为一种仪式性表演,在这里,通过社会协商来管理塑造地区组织的情感和象征性互动。研究设计:数据来自纽黑文公立学校30个月的组织实地调查。对会议记录、与会者观察员现场笔记和利益相关者访谈进行分析。调查结果:作为一个仪式链,教育委员会会议的四个方面可能会被那些试图在组织内维护其权威的人操纵。组织成员利用共同存在,对仪式、情感和象征的共同理解,以及团结的感觉,在组织周围设定界限,保持稳定。结论:董事会会议等组织常规的表现是领导和改变教育微观层面工作的结果。学校改进和改革举措必须考虑到地区和董事会层面的中等水平的学校治理,以实现有意义和可持续的变革。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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