ABSTRACT
This chapter describes with an exploration of how this account of Grange was produced through an eclectic research methodology embedded within a number of complementary theoretical approaches. Each of these approaches affords an understanding of human experience and, taken together, they illuminate the learning and teaching world of the Principal, teachers, students and parents of Grange High School. At the same time this account captures the enactment at Grange of key aspects of federal Labour's 'education revolution', namely, the 'digital revolution', National Assessment Program: Literacy and Numeracy (NAPLAN) and the response to the My School website. Grange is geographically situated in regional NSW, Australia, but, in the words of Thomson, it is not 'an hermetically sealed box' but pervious to national and global policy interventions. The learning and teaching experiences explored in the research are enfolded within the local community and the national and international policy contexts.
