ABSTRACT
If schools are to continue to exist well into the 21st century they need to be more fulfilling, more creative and more humanly attentive places than they have been thus far in their chequered histories, both for those who teach in them and for those who are required to attend them. This necessitates at least two things: firstly, a better understanding of the internal workings of organisational life and, secondly, a framework within which larger concerns of schools as places of learning and being can be analysed and understood.
