ABSTRACT
This chapter describes how the leadership of a small, independent language school, Orange Coast Gakuen, tried to fundamentally change its approach to teaching the Japanese language. It begins with a discussion of how institutional change is an inherently political process, and argues that politics can be particularly important when a school is first considering a curriculum change. The chapter looks at how actors who are committed to maintaining the status quo are often able to block the introduction of major change. It also argues that such changes are more likely after some sort of institutional crisis in which the existing status quo is disrupted and stakeholders are forced to reassess their interests. At the same time, major change also requires that a viable alternative is available that can be implemented at a reasonable cost. It is thus not surprising that schools often find it difficult to initiate, much less institutionalize, major curriculum change.
