The SAGE Handbook of School Organization presents a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights the dynamics and interplay of the political, social, historical and cultural contexts of the field. This volume is designed to provide a much-needed critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organizations operate. Part I: Schools as organizations; Part II: The leadership, management and governance of schools as organizations; Part III: Theoretical perspectives on schools as organizations; Part IV: Organizing in schools; and Part V: Researching schools as organizations.

Boundary Perspectives on Schools as Organizations
Boundary Perspectives on Schools as Organizations
David H. Eddy-Spicer Chris James
Introduction

Schools are complex networks of interdependent systems, the boundaries of which overlap one another and are continually being reinforced and transgressed. A boundary perspective on schools is thus highly relevant to understanding schools as organizations. The notion of boundaries has been used increasingly within a wide variety of theoretical traditions. In response to the increased use of the concept, some organizational theorists have called for the development of the idea of boundary processes as an explanatory programme in its own right (Heracleous, 2004; Hernes, 2004a, 2004b; Paulsen & Hernes, 2003). By ‘explanatory programme’ these authors seek to promote a boundary perspective ...

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