Abstract
Education researchers and social scientists have long been interested in the role of school communities in school governance (e.g., Bacharach & Mitchell, 1981; Boyd, 1976). What they have considered less carefully is the role of school governance in the creation of positive forms of school communities.1 This oversight is not surprising because many conceptualizations of community are rooted in Utopian notions of families, neighborhoods, and schools. These perspectives tend to emphasize social consensus and marginalize the role of formal governance arrangements instituted to regulate social conflict and manage divisive issues. Even less romantic conceptualizations of community tend to focus on the development of social relationships that are routinely cooperative or collaborative, rather than potentially contentious or coercive, thereby minimizing the role of governance in the creation and maintenance of school communities (Coleman, 1987; Etzioni, 1993; Sergiovanni, 1994).
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Croninger, R.G., Malen, B. (2002). The Role of School Governance in the Creation of School Community. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_11
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