ERIC Number: ED224148
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
The Culture of Policy: Aggregate versus Individualist Thinking about the Regulation of Education.
This paper explores the cultural images that underlie educational policy and regulation. Based on interviews with California officials involved in educational policy and governance, it argues that strategies for regulating education are limited by the commitment of officials and their publics to a language of individual benefits and individual rights as the central goods public policy should realize. The individualist imagery indirectly leads regulators to stress compliance with mandatory goods defined as rights, over encouragement of aggregate-level educational outcomes. The paper concludes by examining how some California educational administrators utilize ideals of individual initiative and local control to legitimate a broader state role in education. (Author)
Descriptors: Compliance (Legal), Cultural Influences, Educational Policy, Educational Principles, Elementary Secondary Education, Individualism, Policy Formation, State Departments of Education, State School District Relationship
Publications, Institute for Research on Educational Finance and Governance, School of Education, CERAS Building, Stanford University, Stanford, CA 94305 ($1.00).
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Note: Prepared for the IFG Seminar on Law and Governance in Education (April, 1982).