Policy in Organization
Introduction
In a world that is becoming more and more connected, national laws, religious practices, and
foreign trends affect schools. One School Global, a private religious Christian school with
locations worldwide, shows how hard it can be to keep traditional learning settings in a modern
democratic society. This research looks into the disagreement between One School Global and
the liberal Danish education policy, which values gender equality, openness to all, and new ways
of teaching. By examining the school's documents and rules, this paper tries to explain how One
School Global deals with these problems while trying to meet the needs of modern education and
its faith beliefs.
Presentation of Analytical Concepts
We need to think about these and other important analytical ideas in order to look into how One
School Global's faith views affect public school policy. Two of the most important ideas are
Shore's and Wright's "cultural reproduction." This idea sheds light on how important
organizations like One School Global are for passing on cultural ideals and social norms from
one generation to the next. A child's national identity is formed by the things they are taught, the
way they are taught, and the rules that everyone must follow in school. It is clear that One School
Global's rules and habits are meant to teach their kids Christian beliefs and values. Traditions are
passed down through the school, which makes sure that the moral and religious beliefs of the
Plymouth Brethren are kept alive for future generations.
Next, we have "organizational ethnography" by Yanow. This way of thinking can be used to
study how institutions build and keep their cultural character. An organizational ethnographer
will pay close attention to what a company does, how it talks, and what its habits are. When we
apply this framework to One School Global, we can see how the rules, like the dress code and
how staff should act, help to create and keep a unique cultural setting. In addition to making
daily life easier, these rules show what the school believes in a graphic way. Through
organizational ethnography, we can see the school's cultural character through the eyes of its
staff, students, and parents.
It also helps to understand how "glocalization" affects the ways that One School Global teaches
by looking at how both local and global factors work together. Through the process of
glocalization, global ideas and actions are changed to fit into the social and cultural settings of a
place. When it comes to One School Global, it means following the religious rules and customs
of the Plymouth Brethren while also using modern tools and methods for teaching, like digital
learning platforms. This idea helps us understand how the school follows the rules set by the
government in a way that fits with its religious nature. By looking at the localization process, we
can see how One School Global carefully uses outside influences to create a learning space that
supports its religious and culture goals.
There are three ways to look at the complex processes going on in One School Global. They are
contextualization, organizational ethnography, and cultural reproduction. These chances shed
light on how the school deals with the conflict between its religious beliefs and the rules set by
federal education policy. If we look more closely, we can see how One School Global changes
with the times while still staying true to its culture.
Theme 1: Curriculum and Sociocultural Values
One School Global's religious and sociocultural ideals are deeply woven into its curriculum. This
shows a strong dedication to the teachings of the Plymouth Brethren. The school's educational
philosophy is based on the idea that moral and spiritual growth should go hand in hand with
academic education. One School Global's Ethos and Values Statement clarifies that they believe
in Christian teachings and want all their students to reach their full potential. This connection
between what students learn in school and their religious beliefs is an excellent example of Shore
and Wright's idea of cultural reproduction. In this case, the school is trying to teach its students
certain ideals and worldviews.
The papers from the school show that these two ideas are aligned, emphasizing how religious
values are incorporated into the educational framework. "The truth and authority of the Holy
Bible and strong family values underpin the commitment of the School to provide quality in
every facet of education," for example, shows how religious beliefs are at the heart of the
school's purpose. Because of this promise, the curriculum is not only very hard academically, but
it also truly reflects the religious beliefs and values of the community. By incorporating these
beliefs into every part of the school day, One School Global provides a setting where students
are constantly exposed to and reminded of the beliefs of their faith.
The lessons at One School Global are meant to help students grow intellectually, morally, and
spiritually. This way of thinking is evident in the subjects taught and how they are taught, which
were carefully picked to fit the school's Christian beliefs. For example, religious education and
Bible studies are important parts of the curriculum. This ensures that students constantly learn
about the beliefs and teachings of the Plymouth Brethren. Science, literature, history, and other
subjects are taught from a viewpoint that fits the school's beliefs. This helps students see the
world in a way that fits their faith.
The school's method of student development also shows that it cares about strong family values.
To strengthen the religious and cultural norms of the Plymouth Brethren society, values like
honesty, care, compassion, respect, and duty are emphasized, and the family is seen as the most
important unit. These principles are taught in school, but the staff also lives by them, and
students are expected to do the same in their everyday lives. The school's goal of cultural
reproduction is met by this all-around approach to education, which ensures that students are
ready to carry on their community's religious and cultural practices.
Theme 2: Technological Integration and Social Dynamics
One School Global has taken a big step toward modernizing its teaching methods while still
holding on to its traditional values by adding digital tools, especially Canvas, to its educational
system. Adopting this technology is necessary to make online and flexible learning possible,
especially in a system with multiple campuses worldwide. Using digital tools, the school can
give all its students, no matter where they live, a more unified and easy-to-reach learning
experience. This move aligns with the current trend of schools using technology to improve
student learning and make operations run more smoothly.
However, the widespread use of digital tools also brings up essential problems of fairness and
access. Technology can help connect different parts of a campus and bridge gaps. Still, it can
also be hard to use, especially in a society like the Plymouth Brethren that values close
relationships and face-to-face interactions. Using digital platforms for learning and
communicating can make things unfair for some students, especially those who don't have easy
access to the right technology or need to improve at finding their way around digital spaces. How
can the school ensure all students have the same chances to gain from new technology?
One School Global deals with these problems by stressing the importance of social capital in
using technology. "Staff are expected to fulfill all statutory requirements...and conduct
themselves professionally in a manner consistent with school Ethos, Values Statement and
Guiding Principles" (One School Global Policy Document). This is what the school's policy says.
This order stresses the importance of keeping the school's religion and cultural traditions while
adding modern teaching tools. People think how well the staff uses these technologies
professionally is crucial for maintaining the school's values and ensuring that the learning setting
stays supportive and open to everyone.
One School Global's use of technology isn't just about getting new tools; it's also about
strengthening the school's social and cultural bonds. Regarding technology, the school is guided
by its goal of building strong family and neighborhood ties. As an example, digital tools are
meant to add to more traditional ways of interacting and communicating, not replace them. We
can be sure that the core values of respect, honesty, and care will stay at the center of our
interactions if we follow this method, even when students and teachers have access to technology
that helps them learn.
The smart use of technology in school is linked to Yanow's "organizational ethnography," which
looks at how businesses create and keep their cultural identity. One School Global shows how an
organization can deal with the challenges of change while staying true to its core values by
carefully incorporating technology that fits with its religious and cultural beliefs. This fine
balance is important for the success and cultural fit of the school's tech projects.
Theme 3: Resistance to National Policies
Some Danish educational policies, especially those that encourage open classrooms and
acceptance, are being fought against by One School Global. This shows a big area where the
school's strict Christian beliefs contradict social norms. These national policies aim to make
schools more welcoming to students from all walks of life and encourage open, engaging
learning. However, these modern ideas often clash with the school's traditional beliefs, especially
regarding gender roles and family systems.
"Chastity outside of marriage, the holiness of marriage only between a man and a woman, strong
family relationships, and a strong family unit are essential teachings of the Holy Bible" (One
School Global Policy Document). This makes it clear what the school thinks about these issues.
One of the most essential parts of the school's identity and way of teaching is its focus on
traditional Christian beliefs. By putting these values first, the school actively fights against
outside forces to follow national policies that it sees as going against its religious beliefs.
This opposition is not just a defiance of government rules but a conscious attempt to protect a
way of life that the school community values very highly. The school's choice to only adopt
some educational trends shows that it is dedicated to upholding its religious and cultural values.
One School Global does not completely disagree with the ideas behind global education. In a
more simple way, it looks at these trends through its own set of values and only follows those
that fit with its beliefs. The idea of "glocalization," which means selected adaptation, is shown in
the picture below. This word refers to how global effects are changed to fit local situations in
ways that show what the community is like.
It's important not to forget that the school's resistance shows how broader sociocultural factors
affect education. One School Global stays true to its old values. This is an example of what
Shore and Wright call "cultural reproduction" in schools. This is how cultural ideas and
standards are passed down from one generation to the next. This process makes sure that the
religious and social norms of the group are followed in the classroom. This helps both the
teachers and the students feel like they fit and find their own identity.
Another thing that comes from school events is a neighborhood. This idea stresses how bigger
trends in the world affect smaller problems in the same area. In the context of One School
Global, this means planning a classroom that meets world standards for education while also
taking into account the different religions and cultures in the area. This method protects the
school's unique character and keeps it from feeling pressured to fit in, which would go against its
core values.
As an example of how rules made in one school can have effects on other schools, look at the
conflict between the school's Christian beliefs and national educational standards. Usually,
government rules make sure that all schools follow the same rules when it comes to education.
There may be religious and cultural issues that are unique to other places that they need to think
about, though. People who are against One School Global are showing that educational groups
have different views and needs. This shows that we need more nuanced laws.
Critical Discussion
When you look more closely at how One School Global works, you can see how religious
freedom, culture preservation, and following educational standards are all linked. It's even more
difficult because the school is deeply rooted in its religious beliefs, which form the basis of its
teaching philosophy. When everyone is this dedicated, the school comes together as a single unit,
giving kids a safe and caring place to learn that fits with the values and rules of their community.
A child's development depends on feeling like they fit, and this environment can help them do
that.
One big problem, though, is that putting too much stock in one's faith beliefs could make people
feel alone. Some people are worried that this focus could take students' attention away from
learning how to think critically and see things from other points of view. It's more important than
ever to learn about and connect with different points of view because the world is becoming
more globalized very quickly. One School Global has a tough curriculum, but it doesn't follow
bigger social norms like equal rights for boys and girls or accepting all students. If this is the
case, it may be harder for students to fully participate in and add to a society that is diverse.
Because of this limitation, it might be harder to learn the basic skills you need to do well in
settings that change quickly.
The freedom of religion and the need to follow the rules for schooling are at odds at One School
Global. This fight is a reflection of the bigger social arguments about religion and diversity. The
school can stick to its spiritual beliefs because it is protected by religious freedom. These rules
are followed by many governments. State policies on education, on the other hand, try to give all
students a complete education that gets them ready to be global citizens. People with strong
religious beliefs might not agree with these rules because they support ideas like equality,
inclusion, and critical thought.
The idea of "cultural reproduction," which Shore and Wright talk about, makes this problem
even worse. Schools like One School Global help communities keep their social norms and
traditional values alive. The school makes sure that its cultural and theological heritage is passed
on to future generations by focusing on conservative Christian beliefs and the teachings of the
Plymouth Brethren. It is important to keep cultural customs alive, but that shouldn't come at the
cost of giving the next generation the tools they need to do well in a world that is becoming more
and more connected.
"Glocalization" is also important to understand how the school works. The method by which One
School Global decides which global educational trends to highlight shows how small events can
be affected by and controlled by bigger ones. The school can use current teaching methods while
still staying true to its religious and cultural roots by only making the most necessary changes. A
difficult but necessary job is to find a middle ground that lets cultural diversity shine through
while also giving all students a great education that meets national standards.
The criticism of One School Global's approach shows how important it is to find this balance.
Respecting and protecting cultural diversity is important because it helps people learn and feel
like they fit and have an identity. Also, it's important to make sure that all kids can go to school
so that they can do well in today's connected world. This level of readiness includes not only
academic information but also the ability to question things, understand different cultures, and
interact with different points of view.
Briefly,
To stay true to its traditional Christian values while also using modern tools such as Canvas, One
School Global uses Shore and Wright's idea of "cultural reproduction." This shows that the
school is trying to be both up-to-date and true to its old beliefs. This is important because it has
many locations, and it shows how global and local effects are always interacting, a process called
"glocalization." The fact that the school doesn't follow some Danish educational rules shows how
committed it is to upholding its religious and cultural beliefs. This clearly shows that religious
freedom and state-mandated learning can't go together. Even though this method creates a stable
learning environment, I worry that it might stop students from learning about other points of
view and building critical thinking skills, which are very important in our globally connected
world. It is important for human growth and building a society where everyone feels welcome
that educational policies put traditional preservation first while also fighting for equality and
inclusion. As One School Global grows, it adds more useful information for teachers who work
in diverse and open settings.
