PurposeThe purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China.Design/methodology/approachThis paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China.FindingsIt is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country.Research limitations/implicationsThe paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site.Practical implicationsPolicymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality.Originality/valueThis paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.
Journal of Professional Capital and Community – Emerald Publishing
Published: Nov 12, 2019
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