TY - JOUR
T1 - Putting Foucault to Work
T2 - Understanding Power in a Rural School
AU - Freie, Carrie
AU - Eppley, Karen
N1 - Publisher Copyright:
© 2014, Taylor & Francis Group, LLC.
PY - 2014/10/13
Y1 - 2014/10/13
N2 - This case study uses the work of Michel Foucault to challenge the normalization of the principal's role and to examine the complex power relations of a rural school and community in the midst of a closure/consolidation and subsequent reopening as a charter school. In so doing, we move beyond analysis of best practices and toward a more theoretical approach to understanding the social interactions and subjectivities that constitute one rural school and its leadership. The analysis challenges commonsense assumptions that schools operate in neutral ways and that “best practices” exist outside of social and cultural constructs.
AB - This case study uses the work of Michel Foucault to challenge the normalization of the principal's role and to examine the complex power relations of a rural school and community in the midst of a closure/consolidation and subsequent reopening as a charter school. In so doing, we move beyond analysis of best practices and toward a more theoretical approach to understanding the social interactions and subjectivities that constitute one rural school and its leadership. The analysis challenges commonsense assumptions that schools operate in neutral ways and that “best practices” exist outside of social and cultural constructs.
UR - http://www.scopus.com/inward/record.url?scp=84911965452&partnerID=8YFLogxK
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U2 - 10.1080/0161956X.2014.958908
DO - 10.1080/0161956X.2014.958908
M3 - Article
AN - SCOPUS:84911965452
VL - 89
SP - 652
EP - 669
JO - Peabody Journal of Education
JF - Peabody Journal of Education
SN - 0161-956X
IS - 5
ER -