Action research and the micropolitics in schools

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Tor-Vidar Eilertsen, Niklas Gustafson, Petri Salo
Förläggare: Routledge Taylor & Francis Group
Publiceringsår: 2008
Tidskrift: Educational Action Research
Tidskriftsakronym: EMAL
Volym: 16
Nummer: 3
Artikelns första sida, sidnummer: 295
Artikelns sista sida, sidnummer: 308
eISSN: 1747-5074


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.


Action research, micropolitics, School organization

Senast uppdaterad 2019-17-10 vid 04:39