Abstract
Critical social science research claims to offer enlightenment and emancipation to members of various oppressed groups. Paradoxically, it can be argued that this mode of social science research lacks adequate safeguards against its own impositional tendencies. This paper outlines a theory of intervention that provides such safeguards and illustrates the application of the theory in two Auckland secondary schools. The empirical project involved analysis and critique of the leadership style of the schools’ principals. Parallels are drawn between the dilemmas of control faced by the researchers and those faced by the principals themselves. The final section of the paper addresses several possible objections to the proposed theory of non‐impositional intervention.
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