Understanding schools as organisations: a critical realist perspective (note that while I will focus on schools, the insights will apply to other educational institutions)

Literature: (som ni själva får söka fram)

1. Archer, M. (1998) Realism and Morphogenesis. In M. Archer, R. Bhaskar, A. Collier, T. Lawson & A. Norrie (eds.), Critical Realism: essential readings (London: Routledge)
2. Elder-Vass, D. (2008b). Integrating institutional, relational, and embodied structure: An emergentist perspective. British Journal of Sociology, 59: 281-99.
3. Priestley, M. (2011). Schools, teachers and curriculum change: a balancing act? Journal of Educational Change, 12: 1-23.
4. Priestley M (2011). Whatever happened to curriculum theory? Critical realism and curriculum change. Pedagogy, Culture and Society, 19: 221-237.

.       Questions:

1. What is social structure? In relation to schools, what sorts of social structure exist?
2. How are school cultures related to and shaped by social structures? Is this a two way relationship?
3. Think of examples in your study/experience of how change and reproduction of practice in organisations is shaped by the interaction of structures, cultures and individuals.
4. How useful is Critical Realism and associated social theory (M/M) in helping us understand schools and other educational organisations?