AbstractThis study examines the development and consequences
of a crisis in a government primary school in the
Australian Capital Territory. The A.C.T. system
is founded upon participation in policy development
at the school level - problems when they arise are
usually resolved at the local level.
A challenge to the school's policy is described,
as is the reaction of the Board. The consequences
flowing from the mechanism used to resolve the
conflict are discussed in terms of the particular
school and the system generally.
The tensions inherent in a participatory approach
to policy development at the school level are
examined. The constructive as well as destructive
elements are discussed
|Date of Award||1982|