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Zeeb Road, Ann Arbor, Ml 48106 EDUCATION AND COMMUNITY: AN INTERPRETIVE INQUIRY INTO THE MEANING AND MESSAGES OF SCHOOLING USING A METAPHOR OF ECOLOGICAL COMMUNITY by Ita Kilbride A Dissertation Submitted to the Faculty of the Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Education Greensboro 1985 Approved by \— \ • i ^ 11-> Dissertation Adviser APPROVAL PAGE This dissertation has been approved by the following committee of the Faculty of the Graduate School at The University of North Carolina at Greensboro. Dissertation ^ (-r=i Adviser V\ • £>-<? . • «i • I I I Ql * Committee Members u"*-^ -4-*—^ {.Ja/jfl <f> c$<-i J OV-^, T V 5 Date of Acceptance by Committee TLi_^ is Date of Final Oral Examination ii KILBRIDE, ITA, Ed.D. Education and Community: An Inter­ pretive Inquiry into the Meaning and Messages of Schooling Using a Metaphor of Ecological Community. (1985). Directed by Dr. Svi H. Shapiro. 243 pp. The research, which uses participant observation, inter­ views , and document analysis, is an interpretive inquiry into the meanings and messages of schooling. Although the data for this study was collected at a small private school in western North Carolina, the issues explored have significance and implications that go beyond this particular setting to schooling in general and society at large. The purpose of the study is to affirm the living together in justice, equality, and interdependence, while putting forward models of "authentic" and "unauthentic" community. The characteristics considered important in these models of community are humanity, God, freedom, equal­ ity, fraternity, work, and love. There is often great disparity between the positive aspects of these issues and the dominant system of values, assumptions, and practices which permeate this, and other, school communities. The inquiry focuses on the powerful influences of this hidden curriculum of schooling which often creates rigid barriers to a spirit of "authentic" community. These influ­ ences, which remain largely tacit, like school rules, expec­ tations, assumptions, and rituals, are examined using a metaphor of ecological community. The metaphor reinforces a particular vision of schooling which is based on the quest for a liberating "authentic" community on the personal, institutional, and societal levels. It provides a way of highlighting certain aspects of educa­ tion that are particularly significant. It provides a back­ drop for the examination of the actual social arrangements of the students in the study. The metaphor reinforces a reality which is particularly sensitive to concerns of domination, exploitation, oppres­ sion, and inequality. In so doing, it reveals the overwhelm­ ing permanence in this, and in other American educational settings, of the dominant ideology of capitalist society— a belief system which fails to affirm the interdependence of all in the world. The final chapter examines this failure and questions why we, as a nation, refuse to foster the interrelatedness, stressed by ecologists, in our school systems and in our dealings with the natural world. Although American society downplays the potentiality of this spirit of interdependence, the research provides hope that a new consciousness is emerging. Dedication To the many educators in the Pay, McGurk, and Kilbride families. ACKNOWLEDGMENTS So many people contribute to the completion of a doc­ toral program it is difficult to single out a few to thank publicly. I wish to express my deepest appreciation to James Macdonald, whose work in curriculum has so affected my own, and whose encouragement helped me greatly in the early years of my graduate studies; Ernest Lee, chairman of my doctoral program, who helped me find the courage to explore new areas in science educa­ tion: Svi Shapiro, my dissertation adviser, for his kindness, inspiration, guidance, and sensitive editing skill; Dale Brubaker, for his help and encouragement during the more difficult times of my doctoral program; Paul Lutz, who always made time to read and respond to my work, who was so open to the directions I chose to pursue, yet still reminded me of ecological principles I was for­ getting to include; David Purpel, Fritz Mengert, and Robert O'Kane, who responded deeply to my concerns and always asked difficult questions; Bob Macfarland, Alice Naylor, and all my teachers and friends in the Educational Media Department at Appalachian State University, who offered support and photographic encouragement; iii Eavan Kilbride, my photographic model; Enter Kilbride, my personal artist; heartfelt thanks go to my personal support network— to Maha, Asmi, Ann, Burt, Judy, Lou, Linda, Frank, Joyce, and the doctoral students in curriculum and teaching at UNC-G—who aided, abetted, affirmed, and celebrated with me during my years of study; and special appreciation to my husband, Kevin, my children Kevin, Brian, Emer, Ronan, and Eavan, for giving me emotional and spiritual support. To these and to all the other people who contributed so much to my personal and intellectual growth, I "can no other answer make but thanks, and thanks, and ever thanks" (Twelfth Night, Act III, Sc. 2). iv TABLE OF CONTENTS Page APPROVAL PAGE ii ACKNOWLEDGMENTS iii CHAPTER I. AN INTRODUCTION TO COMMUNITY 1 Autobiographical Statement 2 Metaphor of Ecological Community 9 Description of the Study 13 Metho dol ogy 16 Modes of Data Collection 21 Participant Observation 22 Interviews 22 Document Analysis 24 II. THE SCHOOL AS AN INTERRELATED COMMUNITY. 26 History of the School 30 Governance of the School 32 The Student Population 35 The Teaching Population 37 Philosophy 38 History 41 III. THE CLIMATE OF SOCIAL INTERACTION 51 A Guide to the Chapter 54 The Snapshots 54 The School Schedule and Rules 55 The Children Speak of the "Important" Things 56 The Children Speak of the Things They Value 57 The Climate of Social Interaction When the Students Vfere Involved with the " Important" 57 The Climate of Social Interaction When the Students Were Involved with the "Valuable" 58 How Would the Children Change the Climate of Their Classroom? 59 The Snapshots 59 Competition: Poetry 59 Mutualism: A Class in Progress 60 Caring: Poetry 60 v TABLE OF CONTENTS (continued) Page CHAPTER III (continued) Pecking Order: The Cooking Class. ... 60 Stratification: The Children Talk ... 62 Buffalo or Turtle: The Journal 63 Conflict: The Workshop 63 Work: The Journal 65 Mimicry 66 Dominance: Interview 66 Option 1: Continue to Compete—A Fourth Grader Speaks 67 Option 2: To Move: A Class in Progress 67 Option 3: To be Impeded: Interview . 68 Option 4: Or Be Eliminated: A Lesson . 69 Buffering: Interview 70 Diversity: Interview 70 Tolerance 72 Stress 72 The School Schedule and Rules 72 The Children Speak of the Important Things 78 The Children Speak of the Things They Value 80 The Climate of Social Interaction When the Students Were Involved with the Impor­ tant 84 Experienced-based Education 84 The Curriculum 85 Work and Play 88 Repetition 90 Cheating and Punishment 90 An Atmosphere of Quiet Control 92 Individualized Instruction 94 The Grading System 96 Parental Involvement 100 The Climate of Social Interaction When the Students Were Involved with the Valuable 104 The Youngers' Room 108 The Language Arts Room 109 The Kindergarten Room 110 The Band Room 112 The Math Room 112 Would the Children Change the Climate of the Classroom? 113 vi TABLE OF CONTENTS (continued) Page CHAPTER IV. COMMUNITY: MEANINGS AND MESSAGES 116 Guide to the Chapter 117 An Examination of Community 118 Characteristics of an "Authentic Com­ munity" 121 Characteristics of an "Unauthentic" Community" 134 V. BARRIERS AND BRIDGES TO COMMUNITY 150 Human Nature 152 God, Sin, Grace 159 Freedom 165 Equality 172 Fraternity 176 Work 187 Love 194 Change Towards "Authentic Community". 199 VI. CONCLUSION: COMMUNITY, INTERDEPENDENCE, AND A QUESTION OF SURVIVAL 204 BIBLIOGRAPHY 239 vii CHAPTER I AN INTRODUCTION TO COMMUNITY 2 CHAPTER I AN INTRODUCTION TO COMMUNITY Throughout my professional life, as a science teacher, I have been convinced of the oppressive nature of the hidden curriculum of schooling.