Central to this
inquiry are three international teachers'
stories of changing relationships
during times of conflict with other teachers,
school administration, members of the
parent body and, in one case, with extended
members
of government in the host country of
the International School. Each of the
three
stories occurred
during a time of intense political change
in the out of classroom places on the
school landscape; the change involved
school
or governmental administrators. In at
least one of these stories, the shifting
politics extended to a changing governmental
position that placed the teacher in physical
jeopardy. In each of the three cases,
the teachers turned to the International
Schools Review to assist them with their
conflict.
In one case, the International
Schools Review became highly politically
involved, contacting government officials
in many countries, as well as the media
for assistance. Additionally, ISR used
its web site to mobilize its its 40,000
monthly readers in order
to ensure some measure of safety for
the teacher involved. The stories told
by the teachers are the focus of this
inquiry. It has been my intention in
conducting this inquiry to add to our
understanding of the landscape of schools,
as it pertains
to teachers' relationships. In particular,
the relationships explored existed before,
during and after the conflict that occurred.
Much of our understanding about teachers'
relationships in schools may be found
in specific stories told by narrative
researchers
(Bateson, 1989; Chase, 1995; Clandinin,
1995; Greene, 1994; Qoyawayma, 1992).
Information about relationships can also
be found
in research that describes the characteristics
of what encompasses a good relationship
(Morgan, 1997; Sergiovanni, 1992; Strike,
Haller and Soltis, 1988; Wheatley & Kellner-Rogers,
1996; Witherell and Noddings, 1991).
I found no research, however, that focuses
upon teachers' relationships during times
of conflict, particularly as it applies
to International Schools. This inquiry
may offer possibilities for enhanced
understanding within this area. How teachers
feel during conflict that affects them
is another area that has not been widely
researched.
The stories in this inquiry
explore the
feelings of three teachers caught in
conflictual situations. Their stories
are about how they made sense of and
chose to respond to those situations.
By understanding more about the people
in educational organizations, it may
be possible to come to some greater understanding
of the nature of human life as lived
to bear on educational experience as
lived" (Clandinin & Connelly
1990:3).
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