ABSTRACT
This chapter forms the collective narrative of 'our school', the empirical world of Grange High School. This is a more nuanced world than that portrayed on the My School website, which renders Grange High through National Assessment Program: Literacy and Numeracy (NAPLAN) test scores, which, as Sallee and Flood point out, 'fail to account for the conditions of the classroom, the students' home life and other crucial influences. Without qualitative research, the story behind the test score is left untold'. The eclectic research methodology has highlighted the lived experiences of the Principal, teachers, students and parents of Grange High School. Symbolic interactionism focused the research on the contextual nature of human interaction and revealed how the actions of individuals at Grange High are enfolded within collective and individual biographies, which, in turn, are enfolded within local, national and global policy contexts. Through policy anthropology, the research highlighted what individuals do in the name of policy.
