As we enter an “era of risk,” schools and their leaders must learn how to adapt productively. For some, this demand comes alongside efforts to cope with long-term experiences of adversity. In the U.S., scholars and reformers have increasingly turned to the potential for education leaders to adopt processes of continuous improvement to help schools productively adapt to complexity and instability. According to models of “improvement science” (Bryk, Gomez, Grunow, & LeMahieu, 2015) or “design-based school improvement” (Mintrop, 2016), continuous improvement entails collective learning through iterative cycles of data-informed problem solving.
While problem solving may sound like a technical process, it has a “human side” (Evans, 1996) that is fueled—and sometimes undermined—by social psychological dynamics as people experience hope, passion, anxiety, and loss. This human side may be particularly important in schools that that serve communities marked by concentrated poverty and marginalization, where ongoing experiences of adversity stemming from resource insufficiency and stigmatization can generate “an overarching sense of futility and pessimism” (Payne, 2008, p. 23). Within a global context of neoliberal reform, high stakes accountability added to this “futility and pessimism” in many urban schools, subjecting them to labels of “failure,” and a conveyor belt of unsuccessful reforms (Hess, 1999; Mintrop & Sunderman, 2009)—experiences shared in schools across Europe that adopted similar reforms banking on the power of goals, pressure, and accountability for test performance.
Continuous improvement is typically a group undertaking, contingent upon rituals, routines, and rules of communication through which groups engage in problem solving. Evidence suggests that groups operating in contexts of adversity can develop resilience that enables processes of continuous improvement when a hopeful, proactive orientation is maintained (Walsh, 2003; Wang & Gordon, 1994). However, chronic adversity can pose problems that seem ubiquitous, unsolvable, and beyond educators’ control. Literature on the social psychology of stress (Lazarus & Folkman, 1984), burnout (Schaufeli, Leiter, & Maslach, 2009), organizational failure (Cameron, Kim, & Whetten, 1987), and group development (Turner & Horvitz, 2001; Wheelan, 2005) suggest that in these contexts educational leaders may not find sufficient resources with which to help their schools forge resilience, and rather the organization may succumb a collective attitude of defensiveness that expresses thwarted psychological needs (Deci & Ryan, 2000) and experiences of overload. While collective resilience is associated with routines, rituals, and communication rules that seek improvement upon problems—such as interpreting problems as manageable challenges, maintaining connectedness, and learning from failure (Walsh, 2003)—collective defensiveness can exhibit in routines, rituals, and communication rules that buffer against problems as perceived illegitimate demands—such as by deflecting responsibility, instigating unproductive conflict or avoiding conflict, and silencing uncomfortable topics (Turner & Horvitz, 2001).
The dilemma of defensiveness seems largely absent in scholarship about continuous improvement in schools. Some case studies feature schools striving towards collective learning with seemingly little evidence of defensiveness or adversity (Datnow, Park, & Wohlsetter, 2007). Even if some form of defensiveness appears fairly typical in studies of teachers’ responses to reform, few studies describe how group learning processes unfold amidst the kind of collective defensive climate that Payne (2008) describes.
To address this gap, this paper draws upon qualitative data from an action research project in one middle school and asks: In a context of adversity, how and why does collective defensiveness manifest amongst groups of educators as they attempt to engage in continuous improvement?