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A Case Study on Cultural Conflict of a Combinative Middle School

Author: WuQiaoLing
Tutor: XieYi
School: Jiangxi Normal University
Course: Principles of Education
Keywords: Combinative Middle School School Culture Cultural Conflict
CLC: G639.2
Type: Master's thesis
Year: 2010
Downloads: 150
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Abstract


School culture is gradually formed and handed down in the development process for many years of school, with great stability and resistance to degeneration. Combination is a integration process from two or more independent school into a complete new school. In this process, two or more cultures would have a collision, and form cultural conflict. The phenomenon of the cultural conflict in combinative schools will also be concerned about by large number of people, with the increase of demand for combinative schools.This study used a qualitative research paradigm, choosing a secondary school N for the case. Through in-depth field observations, interviews with school personnel and other various data collection skills, we tried to step into the cultural conflict world of the middle school. On one hand, by the act analysis and comparison of school personnel prior to the combination, we revealed the presence of specific cultural conflict from the perspective of the combinative school. At the same time, perspective from the general school dimensions is also made, showing the existence of a general culture conflict of N. Moreover, we analyze the causes of cultural conflict and try to put forward the proposals to ease cultural conflict.It is found that as a combinative school, inter-school factional split-up exists in teachers of N, the two factions can not achieve good integration; the race of rights and interests also led to many administrative conflicts; schools identity of students is also problematic. At the same time, conflict analysis of key events such as schools’name replacement finally point to a core of the conflict: whose school culture is to be extended? As a regular school, the difference between“the control of the adult world of teachers”and“pursue of life of students”also led to conflicts; teachers think that sharing resources means the weakening of advantages. Thus their experiences and recourses can not be widely shared; test-first result in the existence of the phenomenon of student grades;“administrative is higher than academic”, for many teachers, they have no discourse right. The final orientation of these cultural conflicts is: Whose school culture? Facing these two kinds of conflicts, some recommendations were made: the establishment of common values, the inheritance of school history and fine traditions, creation of institutional culture and teacher culture and so on. Schools’combination will catch more and more attention, is it possible for combinative school to be a mature and high-quality school education model? What kind of cultural conflict will be faced? How to prevent and resolve such conflicts? This is a practical and significant mission; we need to continue our efforts.

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