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 37: Practitioner Research in Schools as Organizations
[Page 632]This chapter both examines the relationships between the different forms of practitioner research and attempts to enhance understandings of schools as organizations. In doing so it relates the generation and use of knowledge through research and practice with questions about educational organization. This approach draws on two theoretical frameworks. The first concerns the politics of knowledge, which is a common point of discussion in action research literature (Carr & Kemmis, 1986, 2005; Grundy, 1987). This perspective makes use of Habermas's theory of knowledge-constitutive interests (KCI) which explains how what counts as knowledge, and as research, is linked to human interests (Habermas, 1972). The second theoretical framework is linked ...