This article reflects on the question, “How do policy and practice contribute to or detract from the existence of community in schools in the Netherlands?” Two levels are considered for analysis: the national level and the school level. Reflections are based on primary and secondary policy documents, interviews, and observations. Sergiovanni’s (1994) framework – espoused in Building Community in Schools – serves as the theoretical lens through which the study interprets the data. As such, the present manuscript presents the findings as they relate to and affect community of mind, community of kinship, and community of place. Lastly, the study considers current contextual factors at the societal and systemic levels, suggests areas for concern, and points to areas for future research.
|Keywords:||Community, Education, The Netherlands, Policy and Practice, Sergiovanni|
Doctoral Student, Department of Education Leadership, Higher Education, and International Education, University of Maryland, Silver Spring, MD, USA
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