University of Alberta When Principals Engage in Public Acts of Resistance: Stories of Relationships Barbara Jeanne Spilchuk O A thesis subrnitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirernents for the degree of Doctor of Philosophy in Educational Administration and Leadership Department of Educat ional Pol icy Studies Edmonton, Alberta Fall, 2000 National Libtary Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographic Senrices seivices bibliographiques 395 WeUington Street 395, rue Wellington Ortawa ON K1A ON4 OttawaON K1AON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Lîbrary of Canada to Bibliothèque nationale du Canada de reproduce, loaq distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microfom7 vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/fih, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fkom it Ni la thèse ni des extraits substantiels may be printed or othemise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Abstract Central to this inqujr are teachers' stories of relationships during times of confiict in schools where the principal has resisted an order &om a superior. Because, in each case, the principals chose to resist openiy so that others would be aware that they were doing so, 1refer to their actions as "public acts of resistance" in this study. Five stories of phcipals' public acts of resistance form the context for the teachers' stories of relationships told in this inquiry. My story is one of these five principals' stories. The five stories told by teachers, one for each of the five schools where the principals were located, provide insights into relationships before, during and after Our pubüc aas of resistance. 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 Iandscape of schools, as it pertains to teachers' relationships. In particular, these relationships are found within the context of contlict foliowing a principal's public act of resistance. 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, Hder Br Soltis, 1988; Wheatley & Keiiner-Rogers, 1996; W~thereli& Noddings, 199 1). 1found no research, however, that focuses upon teachers' relationships during times of confiict. This inquiry may oEer possibilities for enhanced understanding within this ara How teachers feel during conflict tbat affects them is another area that has not been widely researched. The stories in this inquiry explore the feelings of five 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 corne to some greater understanding of "the nature of human life as lived to bear on educational experience as lived" (Clandinin & Co~elly,IWO, p. 3 ). Dedication 1want to acknowledge those who walked with me on this journey. Their footprints are recorded on the pages of this text. Dr. Bill Maynes, my supervisor, a person of high inte& and emotional intelligence without whom this joumey would not have been possible. Bili, you helped me find my way through many rocky trails. 1 am indebted to you, both as a person and a scholar. Dr. Jean Clandinin who asked me to look at my colleagues in a difEerent way, and then to listen and hear what they had to say. Jean, although that buming question is recorded here, 1 do not think 1 have found the answers, only possibilities to be considered. Dr. Margaret Haughey, that intrepid Irish woman, who Uispired me to step out of the shadows. Margaret, while the rules donPtallow me to place your narne on my signature page, they cannot discount your imprints on this narrative nor deny the history we share. My coueagues over the yean who have shared their courage with me. You know who you are. In a perfect world 1would name you but the story of Kathmandu continues. Some of our stones and our relationships are recorded here, in this account of one segment of our joumey together. Semper Fi, eagles. My CO-researcherswho opened up their selves to me so that we might talk together of how things are, and how things Mght be in a perfect educational world. My teachers, the two Joes. 1 leave one an eagle feather and the other a prayer that he Mght also sail fast one day. And David, who "travelled" to my '%orld" to better understand the person behind the words. My sister, Pat, who taught me that life is a joumey bursting with challenges and successes, relationships and stories. "O mani padme om," Pat. You are indeed the "Travelier," as WUyour Heather be some day. She has had a tacher of excellence. My rnother and father who nurtured and wpported me dong the way. "Road Runner" can now slow down to share the dpleasures of life with you. My husband, Brian, my fXends, Vanessa, Heather, Shelley, lhor and Little Ed, and my step-children, Donovan and Heidi, who often had to travel this joumey with me whether they wanted to or not. My brother, Tom and bis family. Terry, Christie and Jodi, who remained steadfast fiom a distance. My mentor, LaVerne, who gave me her strength as a crutch when 1 thought I could wak no Mer. And my son. Graig, the most precious legacy 1can leave to a friture 1hope ferventîy will always include the concepts of care and consideration in the relationships between and among aU people. "y wiii waik through your life but few will leave their footprints on your heart" (unknowa). You have all left your gentle footprints on my heart, and 1 find that they are not a heavy load to carry as I continue on my jomey. TABLE OF CONTENTS Chapter One: Introduction.............................................................................................. -2 Purpose ................................................................................................................. -4 Perspectives on Conflict and Relationships Brought to this Inquiry ........................ -5 An Outhe of this Inquiry ........................................ ;**...*........*..*..............**....*...... -7 Chapter Two: My Story ............................................................................................... 12 The Past .............................................................................................................. 12 The Present .......................................................................................................... 14 Finding Voice: Looking outwards....................................................................... -20 Recognizing Other Voices: Looking inwards....................................................... 23 Chapter Three: Methodology....................................................................................... -27 Corning to Narrative ............................................................................................ -27 Telling Our Own Stones ....................................................................................... 29 Narrative Inquiry .................................................................................................. 30 Narrative Unity .................................................................................................... -34 Develophg Co-researcher Reiationships: Traveller as metaphor........................... -36 Research Process ................................................................................................. -40 Response Joud as Field Texts........................................................................... -49 Images and Poetry ................................................................................................ 1 Vensdtude. * .. ........................................................................................................ 54 Chapter Fou..A Review of the Literature ...................................................................... 56 Introductioa......................................................................................................... -56 Relationships......................................................................................................... 59 CanngÇ m* Schools................................................................................................... 62 Culture. ................................................................................................................. 64 Orgamzations. ...................................................................................................... 65 Ethics and Mords ................................................................................................. -70 Resistance ............................................................................................................ -73