Micropolitics in Enacting the Specialized Curriculum at the Autonomous School

The purpose of this study is to analyze micropolitics in the enactment of specialized curriculum. A qualitative case study was conducted on a single case of Nari Elementary School, which was designated as a autonomous school. In the analysis, ‘context’ was emphasized by reflecting the perspective of ‘enactment’ of the curriculum, and an analysis framework based on the concept of the composition of micropolitics such as ‘interest, conflict, and power’ was used. As a result of the analysis, ‘time schedule organization’ became an issue for ‘task’ and ‘student and teacher organization’ for ‘people.’ Different political actors, interests, conflicts, and power game patterns were identified according to each issue. Based on the above results, first, autonomous schools were discussed as an organization with active micropolitics centered on principals, and second, autonomous schools are organizations that are heavily influenced by various contexts.