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.
Chapter 19: Theorizing Schools as Organizations from a Feminist Perspective
[Page 318]This chapter reviews the ways in which schools as organizations have been conceptualized and researched by feminist scholars in education. It begins with feminist critiques of the gender binaries embedded in much of the educational administration, leadership and school improvement literature falsely dichotomizing the public and private, rationality and emotionality, objective and subjective (Marshall and Anderson, 1994; Boler, 1999). Schools, as institutions of socialization, it is argued, are not discrete organizations, but are interconnected with the social relations of power in communities and the gender order of the wider society in which women and girls are often subordinated. Gender is therefore a structuring structure ...