Schools could be communities in the following ways: 1) They could function like families by developing strong ties between members through caring and shared experiences, though diversity may inhibit full inclusion. 2) They could function like congregations by having a shared view of human flourishing and education goals that members work cooperatively towards. 3) They could function like guilds where members are dedicated to educational excellence and novices learn from experts through participation. 4) They could function like democratic communities by creating membership through shared participation and decision making, though full inclusiveness is a challenge.

1. STRIKE (Reading 4)
STRIKE (Reading 4)
Schools as Communities
Schools as Communities

2. Question 1Question 1
What would it mean
for schools to be
communities?

3. Question 2
Whether schools that are communities
are inherent illiberal?
Liberal interpretation:
schools are viewed as limited-purpose
free associations
Communitarian interpretation:
community and polity (values of comm)
are not adequately distinguished.

4. Main ArgumentMain Argument
Within liberal pluralism (views of
what good life is), schools can be
communities without being illiberal.
During this session we are going to
focus on question 1 : What would
it mean for schools to be
communities?

5. Think of different kinds of communities
that you belong to.

6. Four metaphors for CommunitiesFour metaphors for Communities
Families
Congregations
Guilds
Democratic communities

7. FamiliesFamilies
Characterised by diversity
Ties of caring unmediated by shared conviction
Above may promote problem of inclusion
People need to agree in order to belong
Strong natural sentiment that bind families
together - Are these readily extended to strangers?
Our ties to others seem to be mediated by
shared conviction, shared purpose, shared
culture or identity
If above are absent we are less likely to form
binds/attachments.
Does not tell us what is educationally
worthwhile or resolve disagreements.

8. Explain whether you think that these
characteristics of a “family community”
do/do not apply to your family.

9. CongregationalCongregational
There is a shared view of human
flourishing (doctrine/tradition)
There is a shared view of a good
education and a goal to pursue it.
Embedded in co-operative activities, in
order to ensure realisation
Must generate a sense of belonging,
loyalty, trust and mutual concern.
However, a problem with full
inclusiveness.

10. GuildsGuilds
Members are dedicated to excellence in
some human practice
Practice is regulated according to aims,
standards, norms and shared
understanding
Novices to the guild internalises these
aims, standards, norms and shared
understanding through guidance from an
expert through participation
Bound together by a common desire to
master a practice
Problem of inclusion still not solved

11. Democratic communitiesDemocratic communities
Created through shared participation in
democratic practices
Membership through voice, participation
and shared ownership of decisions
Create communities through loyalty,
belonging and trust
Democratic communities may be fully
inclusive?? (thick or thin democracy)
Participation is key to democratic
communities

12. DilemmaDilemma
School communities should share a
commitment to the nature of a good
education
Above constitutes a criterion for full
membership in the community
This will inhibit inclusiveness
Will also invite some of the ‘bads’ of a
community as well as the goods.

13. CONCLUSIONCONCLUSION
Communities develop socially beneficial
characteristics such as trust, loyalty and
mutual attachment.
Communities are bound together (glue) by
shared values, norms and experiences their
members share.
People must co-operate in order to further
their realisation.
Theory about the relationship between
features of communities:
◦ that the bonds of communities are formed
through engaging in co-operative activities in
the pursuit of common goods and shared
aims.