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Set within the context of constant change in primary education in England the research aim was to investigate how one school develops as a learning community. It is a narrative representation of developing school leadership within a systemic approach (Whitaker, 2009). Marshall’s (1999) theory of living life as inquiry informed the identification of four research themes which are interwoven throughout the thesis; ‘living life as’ a teller of tales, the leading learner and learning leader, as a global learner and as a practitioner/leader researcher. A thematic framework was created for the purposes of fieldwork data analysis. The analysis informed the further development and validation of the identified research themes. The notion of a ‘leadership narrative’ is defined and it is within this parameter that the research findings are presented. The school learning community engaged in the process of vision creation and the development of action learning set plans (Senge, 2006; Stark, 2006). Unpredictable and sometimes unnerving events were catalysts for a change in emphasis. The notion of social justice is explored through the active dialogue of a group of ten and eleven year old girls and provides the micro view of organisational learning. This research project was supported, validated and challenged through the engagement with an external action learning group. Research outcomes were confident learners, trusting relationships, improved academic achievement, consistency and innovation and a contribution to leadership theory. The outcomes informed the conceptualisation of a ‘Leadership Development Web’.

This action research project examines my development as a philosophy teacher and the impact my lessons have had on a class of 10-11 year old pupils. My wish was to develop a style of philosophy that best fitted my epistemological outlook – an outlook informed by poststructuralism. This thesis chronicles my second year of philosophy teaching, during which I attempted to move beyond teaching philosophical thinking skills toward a philosophy that was inspired by my thoughts on post-structuralism. During the academic year 2009-2010, I took a Year 6 class (pupils aged between 10-11 year olds) for a series of weekly philosophy lessons. I did not have a clear idea of the direction the post-structuralist philosophy lessons would take, so I decided an action research project would help me to me make incremental improvements as the cycle progressed. The action research project consisted of three cycles with each cycle concluding in an action plan to further improve the poststructural dimension of lessons. A distinctive approach to teaching a post-structural influenced philosophy was developed. The findings of the study show that a poststructuralist influenced philosophy has much to offer practitioners who wish to explore the practical application of poststructuralism in a classroom.