This document discusses liberal and communitarian visions of schools as communities. Liberals argue that communities can oppress individuals and that schools should reflect values that unite people through voluntary association. Communitarians believe communities are defined by shared cultural understanding and norms. An example is given of a mathematical "guild" community where members feel embarrassed when they violate important norms. The document concludes that communities are essential for education and schools must consider what type of community best provides benefits while limiting disadvantages.

1. Schools as Communities
Liberal and Communitarian
Visions
(Strike b)

2. Recap: 4 metaphors (types) of
communities as seen by Strike
 Family
 Congregation
 Guild
 Democratic
 Today take a broader look at what it means
for schools to be communities

3. Communities (Daniel Bell,1993)
 Communities are constituted by
shared cultural understanding
 These communities are tolerant,
humane and democratic

4. Liberal view of schools as
communities
 Liberals argue that communities oppress
and marginalise those who are not members
of the community constituted by the ruling
traditions.
 Schools should reflect traditions and values
that unite people
 Critique on above: Perhaps schools should
be more intimate and less bureaucratic.

5. Liberals view of schools
(continued)
 Liberals object to the public authority
in Communities as this does not allow
for Individual Freedom.
 They argue for voluntary association to
communities.
 They see schools as free associations
of the like-minded.

6. Example of a Guild
Community (see Strike p627)
 Mathematical and academic Guild
community
 Doubting the standard of a paper submitted
 Embarrassed and wants to withdraw from
the community – Why?
 Feels she has violated the norms that are
important to the community
 Shows importance and place of norms
within communities

7. Norms within Communities
 Norms are embedded within the
practice and traditions
 Norms are public and known by all
 Belonging to the community is
dependant on norms acquisition
 Moral sentiments are bound to the
norms of Communities

8. Tonnes view of Communities
 Gemeinschaft  Gesellschaft
 World of the family,  World of the market and
congregation state
 People and practices  People and practices are
are intrinsically valued valued instrumentally
 Where we belong  We are strangers
 Interactions are  We seek things for our
intimate (love, own benefit
friendship)

9. Tonnes view (continued)
 Common to both is a shared
understanding
 The two views is a bipolar
representation
 Can have a “more-or-less”
Gemeinschaft or Gesellschaft type
Community

10. 3 Models of a Community and
one not (Strike p 633 – 639)
 Please read and study this section on
your own as it forms part of the self-
study component of this module.

11. Conclusion
 Metaphors are discussed in various
ways by Strike:
 Explanation of each type in reading
 Case study to discuss Guild type
 3 Models in which metaphors are once
again highlighted
 Strike’s main argument: Communities
are essential for education – most
important is the type of community in a
school

12. Conclusion (continued)
 Strike is not for or against any type of
community, but when a community is
selected the positives (goods) must be
sought and the negatives (bads) must
be excluded.
 Can use the above to argue for or
against any type of community in a
school.