School Meaning Systems: The Symbiotic Nature of Culture and "Language-In-Use"

Autor/in	Abawi, Lindy
Titel	School Meaning Systems: The Symbiotic Nature of Culture and "Language-In-Use"
Quelle	In: Improving Schools, 16 (2013) 2, S.89-106 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480213492407
Schlagwörter	Language Usage; Teaching Methods; Foreign Countries; School Culture; Correlation; Figurative Language; Catholic Schools; Context Effect; Phenomenology; Interviews; Teacher Attitudes; Administrator Attitudes; Principals; Assistant Principals; Educational Improvement; Educational Environment; Imagery; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schulkultur; Schulleben; Korrelation; Katholische Schule; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Lehrerverhalten; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Metaphorik; Australien
Abstract	Recent research has produced evidence to suggest a strong reciprocal link between school context-specific language constructions that reflect a school's vision and schoolwide pedagogy, and the way that meaning making occurs, and a school's culture is characterized. This research was conducted within three diverse settings: one school in the Sydney Catholic Education system and two Education Queensland State schools, in Australia. Emergent from the school data is the understanding that a contextually created meaning system can be a powerful force, having a beneficial effect on, and symbiotic relationship with, school culture. Such a meaning system is not dependent on words alone. Metaphors, images, structures and processes unique to each context appear integral to the creation of meaning within each school, and how staff and students make sense of their "life-world". Each meaning system works at the level of establishing and reinforcing basic norms, assumptions and ways of working. The creation of such a meaning system does not happen by accident but requires nurturing. This research suggests that over time, shared understandings appear to become intuitive to some extent, and accepted ways of thinking and working become firmly embedded as school culture. (Contains 12 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10