Abstract
This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools. This means that action researchers appear to be ‘micropolitically illiterate’. Firstly in the paper the authors present the concept of micropolitics and a model consisting of three arenas for understanding micropolitics in schools. Thereafter they exemplify the different aspects and expressions of micropolitics by referring to their own action research projects. The focus is particularly on initiative to and engagement with action research. Finally they reflect on some micropolitical dilemmas characteristic of action research and the contradictory role of the action researcher.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
