Rethinking Power in Schools

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Abstract
Understanding facilitative aspects of power is necessary for analyzing processes and outcomes in today's schools. Facilitative, interactive power has become commonplace when no single individual or role commands decision-making control without dependence on expert knowledge and cooperation of colleagues. Specific examples of such circumstances include the individualized educational program process in special education and current practices in clinical supervision. These demonstrate the limitations of traditional concepts of power and the usefulness of facilitative power for capturing the essential nature of professional interactions between principals, staff, and nonprofessionals in schools.