This document applies an anthropological framework to the explanation of group relations in an attempt to implement a community school. In a West Philadelphia area, black community groups joined to establish an alternative school, but tensions and conflicts developed over pedagogical practices. According to the anthropological framework, decisions about the pedagogical practices were not made on the basis of educational theory and practice, but on boundary maintenance considerations in the community board's assertion of control over the school, and on entrepreneurial activity in the board's effort to reduce negotiable issues with other groups. (RA)