ABSTRACT This paper presents a novel conceptualisation of the school context by examining the ‘personal’ (emotional wellbeing), the ‘political’ (everyday political actions and power relations) and the ‘Political’ (the Political system, including electoral politics and governmental policy) and how these interrelate. Informed by literatures from a range of disciplines, the authors use this conceptual lens to consider data from two projects which explored the impact of austerity on schools. In their qualitative analysis of data from interviews with 82 participants they illustrate connections between the personal, the political and the Political. They conceptualise the work schools are doing in response to the impacts of the Political as quiet political activism, which appears to have knock-on effects for staff wellbeing. They consider the implications of this, concluding that the ‘quiet politics’ occurring in schools may bring a sense of control and create opportunities for community activism, but also has potentially worrying consequences.

中文翻译：

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学校中的“安静行动主义”：概念化教育中个人、政治和政治之间的关系

摘要 本文通过考察“个人”（情绪幸福感）、“政治”（日常政治行为和权力关系）和“政治”（政治制度，包括选举政治和政府政策），提出了学校环境的新概念。 ) 以及它们之间的关系。作者从一系列学科的文献中汲取灵感，利用这一概念视角来考虑来自两个探索紧缩对学校影响的项目的数据。在对来自 82 名参与者的访谈数据的定性分析中，他们说明了个人、政治和政治之间的联系。他们将学校为应对政治影响所做的工作概念化为安静的政治激进主义，这似乎对员工的福祉产生了连锁反应。