Cultural foundations of power in school

This research seeks to describe and analyze the ways of exercising power and the components of school culture and show why and how these two serve each other and embrace the meanings and alternative perspectives of students. Theoretical and methodological framework of the research is based on critical ethnography and to promote theoretical sensitivity, the theoretical constructs of Foucault, Bourdieu, Apple and Ilich have been used.The research method was critical ethnography and the research population was boys' secondary schools in Sanandaj.Samples were selected purposefully through observation and ethnographic work in the research field and data were selected through notes through non-participatory observation, conversation with key subjects and informants and Data were collected, coded and analyzed during 32 individual interviews with students, teachers, and parents, and 5 focus group interviews with students.According to the findings, disciplinary power, interactive power, teacher group, pressure on parents and management approach were some of the ways of exercising power in school that is possible and reproduced through school culture Preserving the dignity of the school and the privacy of teachers, inconsistencies such as harm, tolerance and maintenance, using the power of parents as well as patterns and processes of dominating the disciplinary and academic affairs, building school knowledge and building the type of student are components. School culture and basic ideas and implicit theories of teachers are considered.The school, through its close connection with the social places of home and education system, is involved in a set of systemic relationships, the reference to which is an effective step in understanding and explaining cultural themes and practices.