ABSTRACT
Imagine the primary school. An inner-city school, small but getting bigger. A reputation for excellence, particularly in regard to the teaching of English literacy. A new principal, a school moving into the ‘Schools of the Future’ programme and, as a result, a new school charter. There exists an abundance of committees and a reasonable number of committed ‘education-literate’ parents to participate on these committees. The staff provide an enormous amount of their own time to the children, the parents, the committees and the social and political life of the school in general.
