ABSTRACT
This chapter focuses on how external and internal educational policies coordinate teachers’ work in the survival school drawing primarily from interviews with three teachers in the survival school. Adopting an institutional ethnography (IE) approach, we address some of the key tensions present in the work of educators and relate these to the various competing local and translocal forces. In the analysis, we highlight how teachers experience moments of disjuncture between their values and facets of the school as an institution but also simultaneously spoke through discourses related to standardisation, marketisation and accountability.
