What is a dysfunctional school? : a conceptual note

Bergman, Manfred Max. (2013) What is a dysfunctional school? : a conceptual note. Africa education review, 10 (2). pp. 381-390.

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Official URL: http://edoc.unibas.ch/dok/A6164854

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Whether or not a school is dysfunctional depends largely on how dysfunctionality in schools is defined and measured. Dysfunctionality, as any construct, is subject to definition and interpretation, and it is thus always marked by perspectivism. But regardless of the definition games occasionally played by academics, some form of reality takes place beyond the constructivist horizon. Moreover, perspectivism and definition games may justify and even create adverse consequences within a school's lived reality. A definition focussing on Grade 12 pass rates, for example, tends to implicate teachers, while a definition focussing on infrastructure tends to exculpate teachers and incriminate government and administration. Accordingly, this article will not end but begin with the adage that a dysfunctional school is what one defines a dysfunctional school to be, and it will explore the conditions and consequences of conceptual variations.
Faculties and Departments:04 Faculty of Humanities and Social Sciences > Departement Gesellschaftswissenschaften > Fachbereich Soziologie > Sozialforschung und Methodologie (Bergman)
UniBasel Contributors:Bergman, Manfred Max
Item Type:Article, refereed
Article Subtype:Research Article
Publisher:Taylor & Francis
Note:Publication type according to Uni Basel Research Database: Journal article -- The Version of Record of this manuscript has been published and is available in Africa Education Review (10:2) 2013, http://www.tandfonline.com/10.1080/18146627.2013.812290.
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Last Modified:18 Feb 2016 15:01
Deposited On:25 Oct 2013 08:32

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