ABSTRACT
At the heart of the Pathways to Partnership model lies the concept of ‘power’. Power is neither inherently good or bad, and may be thought of as having the ability to impose your will upon others. Power is central to the Pathways model as it determines how the other characteristics of a family–school partnership are enacted. Three types of power are examined: ‘Power over’, relational power and ‘power with’. In a Pathway 1 school, power is shared with the family, who are regarded as knowledgeable and contributors to the same goals that the school and the family have for the child that they share. The basis of this shared power is ‘power with’, a key aspect of which is trust, which in turn is a characteristic of a Pathway 1 school. In a Pathway 2 school, ‘power over’ is the modus operandi, with an emphasis on positional power, supported by systems and structures within the organisation. The way that the principal enacts power is pivotal to shaping the culture and attitudes towards establishing and maintaining a family–school partnership.
