Change Forces With a Vengeance is the third in the chaos theory trilogy (now called complexity theory). The first two books focused on understanding the real complexity of educational reform in action. This book pushes even deeper by providing new insights and lessons of change concerning moral purpose, and what is called tri-level reform - the school and community, the local district and the state. It draws on reform initiatives across many levels and countries so that the ideas are grounded in the reality of actual projects and findings.
Change Forces With a Vengeance is different from the previous two books in one major respect. Instead of being content with understanding complex system dynamics, it takes up the more daunting question of how systems can be changed for the better. How can we achieve large-scale reform and do it in a way that the conditions for sustainability are enhanced? What policy levers are needed, and what is the smallest number of sets of policies that will maximise impact? What is the role of new leadership in accomplishing sustainable, comprehensive reform? These questions and more are addressed in ways that are both deeply theoretical, and powerfully practical.
Review of Change Forces: The Sequel'... the field of educational reform and change is now much richer and sophisticated than it was five years ago and as such, the new insights contained in the sequel are to be welcomed ... 'Change Forces: The Sequel' repeats this winning formula by providing an investigation of change that is contemporary and firmly located within global and post-modern context.' - British Journal of Educational Studies
'My respect for Michael Fullan and his work over the years makes me dangerously close to being classified as a groupie His two latest books illustrate his long-recognised and enviable skills as a writer with the capacity to clarify issues we've dimly known about, and bring them into startlingly clear focus Change Forces with a Vengeance is the final book in a trilogy that has been showing us more of the factors that can make change successful whether at the level of the school, the district (LEA) or the state and importantly, how they articulate with one another If you are a head of department, a deputy, a head, an LEA office or adviser or a DfES official, buy both.' - Tim Brighouse, Times Educational Supplement