School Culture (Part 2: Interactions)

In the first part of this article, we looked at the idea that individual interactions between community members are the building blocks of what we refer to as school culture. For the school leader, this is good news, as this is a part of school life where we have influence. We can impact the nature of interactions within the school community, and this is one of our most important functions as a school leader. If we intend to influence the nature of interactions within the school community, it is useful to consider patterns of discourse.?

The reason discourse is useful when trying to understand the origins of our school cultures is that our communication involves much more than the words we use. Some of us may recall being called to the vice principal’s office for some infraction in the days of more punitive approaches to behaviour management. It wasn't just what they said that helped you understand your relationship. The quiet isolation of their office space helped you to understand that you were vulnerable. The sheer size of their desk helped you understand that they were more important than you. The fact that they were sitting and you had to stand helped you understand that they were in control. Their use of your surname set the tone to help you understand that this was no friendly chat, although we had gotten that message quite clearly already. (What did you do this time, Rentoule?) Interestingly, I stood in that space quite a few times in my middle school years, but I remember little of what was said because most of the message did not come from the spoken word. The real meaning came from all of the contextual elements. When we look at discourse, we are looking at this whole package that helps us make meaning.

Another familiar example is classroom movement. In classrooms where the teacher asks seated students questions while the teacher walks around, if they are the only person with freedom of movement, this is an important element of the discourse. Furthermore, the teacher may be the one asking the questions. This restriction on both movement and questioning rights could be interpreted in many ways. One potential interpretation is that the teacher is in control of the learning. It could be an indication of the power relationship between the student and teacher, with implications for the peripheral role of the student in constructing knowledge.?

The teacher firmly holds movement and questioning rights in the above example. If this occurred in just one lesson, the impact would be minimal. However, if this occurs frequently, it is the cumulative effect of this pattern that impacts the school culture. Any pattern of interaction between individuals impacts the group. A teacher smiling and greeting a student by name in the corridor when they pass will show the student, quite literally, that the teacher knows them—cares enough to know me. The student may get a sense that they are worth knowing. If this type of interaction continues across the school over time, there will be a cumulative effect on how people come to understand that this is how things are done around here, which is school culture.

If school culture is emerging from these interactions, then we need a plan to influence them and shift them in some way that aligns with our strategic intent. For example, we may want to foster a more inclusive school culture. I would say that this process needs to start with a process of appreciative inquiry where a school leader identifies strengths in the school community and the deeply held shared values that are the foundation of those strengths. Some of those values will align with the strategic intent, and this is where it may be most useful to target efforts to shape those individual interactions. But where to start?

We’ll take it from here in Part 3.?