New Methodologies, Cultural Analysis and The Politics of Research: Re-visiting the Lessons of Critical Ethnography

Abstract

Within current educational management literature, it could be argued that the cultural perspective that is generally articulated is one in which the social context of education policy, school culture and educational management is almost entirely overlooked (Angus, 1996). The emphasis is typically on individual school ‘leaders’ and an internally constructed organizational culture in which principals are expected to become manipulators of culture and belief. School principals, in this literature, and in current government policy in many countries, are expected to construct or impose corporate control within their institutions in the increasingly decentralized organizational form that is considered necessary for organizational efficiency and, most importantly, market success and legitimacy in the increasingly complex post-industrial society (Parker, 1992). My general argument is that this perspective misconceives culture as an internal aspect of organizations that may be manipulated by management in order to enhance organizational commitment and efficiency (Caldwell & Spinks, 1993, 1998; Deal & Peterson, 1999).

Citation

Angus, L. (2005), "New Methodologies, Cultural Analysis and The Politics of Research: Re-visiting the Lessons of Critical Ethnography", Troman, G., Jeffrey, B. and Walford, G. (Ed.) Methodological Issues and Practices in Ethnography (Studies in Educational Ethnography, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 183-205. https://doi.org/10.1016/S1529-210X(05)11011-0