ABSTRACT
In the Micropolitics of the School, Steven Ball (1987) calls our attention to the notion that the micropolitics of educational organizations cannot be understood without some comprehension of the external environment in which they function. Blase (1991a) takes this position further, citing empirical evidence of the way macro-level social, political, and cultural factors influence the micropolitics of schools. Jorde-Bloom’s (1988; Jorde-Bloom & Sheerer, 1992) social system perspective further links factors in the external environment to the working conditions, social processes, and outcomes of child-care programs.
