Micropolitics of Educational Organisations

Hoyle, Eric

doi:10.1177/174114328201000202

Cited by 166 publications

(77 citation statements)

References 4 publications

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“…Similarly, his maneuverings against David reflected a subtle appreciation of the benefits of using influence as opposed to authority. Although the distinction is difficult to evidence due to authority's latent potential, the difference is important as using influence without recourse to sanction tends to circumvent the possibility of open resistance (which brings new and more acute challenges) (Hoyle, 2004).…”

Section: Wining Over the Players: Gaining Support And Dealing With Rementioning

confidence: 99%

“…The value of the paper then, rests in illuminating some of the everyday aspects of sports coaching as related to the strategic and manipulatory actions of coaches that have remained largely clandestine and taken for granted (cf. Gardiner, 2000); what Hoyle (1982) has referred to as "the dark side of organizational [social] life" (p. 87). Such an examination of apparently ordinary yet significant practices offers the potential to stimulate an informed dialogue leading to a critical knowledge of the disputed "connective tissue" that comprises coaching (cf.…”

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confidence: 99%

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Micropolitical Workings in Semi-Professional Football

Potrac

Jones

2009

Sociology of Sport Journal

100

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This paper seeks to illuminate the micropolitical strategies that Gavin (a pseudonym) used in an attempt to persuade the players, the assistant coach, and the chairman at Erewhon City Football (soccer) Club to “buy into” his coaching program and methods. Data for the study were collected through in-depth, semistructured interviews, and a reflective log relating to those interviews. The interviews were transcribed verbatim with the subsequent transcripts being subject to a process of inductive analysis. Ball’s (1987) micropolitical perspective, Kelchtermans’ and Ballet’s (2002a, 2002b) work on micropolitical literacy, and Goffman’s (1959) writings on the presentation of the self, are used to make theoretical sense of the specific strategies used by Gavin in an attempt to persuade the players to see the merits of his coaching.

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Section: Wining Over the Players: Gaining Support And Dealing With Rementioning

confidence: 99%

mentioning

confidence: 99%

Micropolitical Workings in Semi-Professional Football

Potrac

Jones

2009

Sociology of Sport Journal

100

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“…It can do as it relates to uncovering, in all its micro detail, why the world is the way it is, so that we can change it for the better. This, of course, involves an exploration into the 'dark side' or social life (Hoyle, 1982), to the manipulations of those who comprise coaching towards desired ends. Echoing Flyvbjerg's belief, we also consider that, phronesis is commonly seen in social practice.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Phronetic social science: a means of better researching and analysing coaching?

Hemmestad

Jones

Standal

2010

Sport, Education and Society

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Hemmestad, L., Jones, R., Standal, Ø. F. (2010) The aim of this paper is to present the case for phronetic social science (Flyvbjerg, 2001) as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and coaches to better understand the activity of coaching. Finally, a conclusion draws together the main points made, particularly in terms of how using such a perspective and conceptualisation of coaching could benefit future coach education programmes.

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“…Sometimes these decisions are controversial and highly political within the organization itself. A subfield of education politics, micropolitics, developed to examine some of these small scale political interactions (e.g., Ball, 1987;Hoyle, 1982). But whether controversial or not, education policy decisions, because they involve questions of public choice and concern, are essentially political in nature (Manzer, 1994).…”

Section: Understanding Public Policy and Politicsmentioning

confidence: 99%

Curriculum Policy and the Politics of what Should be Learned in Schools

Levin¹,

Connelly²,

Lundgren³

2008

The SAGE Handbook of Curriculum and Instruction

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T he content of school curriculum has always been the subject of controversy and considerable public attention in countries we have studied. This chapter examines the political dynamics around the construction of official school curriculum-that is, curriculum developed by governments or other sanctioned authorities for standard use in schools across a state, province, or country. The first part of the chapter provides a context for the discussion by describing the scope and nature of political discussion and decision making in government. The chapter then uses a framework based on the work of Young, Levin, and Wallin (2007) to examine the factors and processes that affect curriculum decisions. Examples drawn from the author's experience and the literature are used to illustrate these dynamics. The chapter concludes with an extended example.

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Micropolitics of Educational Organisations

Cited by 166 publications

References 4 publications

Micropolitical Workings in Semi-Professional Football

Micropolitical Workings in Semi-Professional Football

Phronetic social science: a means of better researching and analysing coaching?

Curriculum Policy and the Politics of what Should be Learned in Schools

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