ERIC Number: ED460089
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Community, Diversity, and Conflict among Schoolteachers: The Ties That Blind. Advances in Contemporary Educational Thought Series.
This book explores how teacher communities differ dramatically in how they deal with conflict, collaborate, think about the purposes of schooling in relation to issues of conflict, frame and seek solutions, and utilize mechanisms to manage their differences. It reflects on current social theories of community and democracy to promote values that bind communities but do not blind them to differences. Information comes from case studies of two school-wide teacher professional communities in urban public middle schools in San Francisco that were engaged in school-wide collaborative reform. Chapter 1, "Community and Conflict among Teachers," introduces the issue. Chapter 2, "Washington Middle School," tells the story of a highly unified, homogenous teacher professional community defined by norms of caring and interdependence. Chapter 3, "Chavez Middle School," examines the struggle within a teacher professional community with a racially and gender diverse staff which welcomed conflict, dissent, and education for social change. Chapter 4, "Conflict amid Community," compares and contrasts the two communities and conflicts they faced, noting the unexpected marriage between conflict and community. Chapter 5, "Beyond the Ties that Blind," highlights educational visions that should be held by teacher professional communities. (Contains 153 references.) (SM)
Descriptors: Collegiality, Conflict of Interest, Conflict Resolution, Democracy, Diversity (Faculty), Diversity (Student), Interpersonal Relationship, Middle Schools, Public Schools, School Culture, Social Change, Teacher Collaboration, Urban Schools
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (clothbound: ISBN-0-8077-4175-2, $59; paperback: ISBN-0-8077-4174-4, $27.90). Tel: 800-575-6566 (Toll Free).
Publication Type: Books; Reports - Research
Education Level: N/A
Authoring Institution: N/A