Creating a School That Matters: Networking for School-Community Development

Autor/in	Jóhannsdóttir, Thurídur
Titel	Creating a School That Matters: Networking for School-Community Development
Quelle	In: Journal of Curriculum Studies, 50 (2018) 3, S.297-314 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2017.1337812
Schlagwörter	Partnerships in Education; Secondary Schools; Social Networks; Educational Practices; Ethnography; Educational Change; Role of Education; School Community Relationship; Educational Development; Conflict; Administrator Role; Accessibility (for Disabled); Technology Uses in Education; Educational Needs; Foreign Countries; Iceland + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Sekundarschule; Social network; Soziales Netzwerk; Bildungspraxis; Ethnografie; Bildungsreform; Bildungsauftrag; Bildungsentwicklung; Konflikt; Accessibility; Zugänglichkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational need; Bildungsbedarf; Ausland; Island
Abstract	This study of the creation of a new upper secondary school in Iceland focuses on the way in which networking and collaboration across school boundaries contributed to a new form for school practice. The aim is to understand the value of school-community interaction and how the collaboration has expanded both the activities of the school and the local community. A cultural-historical approach is used to analyse how contradictions in practice act as catalysts for development. Data were generated over a three-year period mainly through ethnographic methods. The expansive learning theory provided methods for identifying contradictions and the way in which they were being addressed in developing the school. The interplay of conceptual and material tools was fundamental in dealing with the contradictions. The principal's clear conceptual vision on the role of education for individuals and society supported by the ideology of the national curriculum facilitated the process. Digital applications and the Internet served as material tools for implementing and coordinating the new school. Networking across traditional boundaries widened the object of school learning and made school practice responsive to societal changes. To conclude: Transcending traditional boundaries through school-community collaboration have promoted a qualitative transformation in school learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01