ERIC Number: ED199910
Record Type: Non-Journal
Publication Date: 1980-Aug
Reference Count: N/A
Bureaucracy, Professionalism and Knowledge: Structures of Authority and Structures of Control.
Bates, Richard J.
Administrative bureaucracy and the professionalism of teachers have combined in contemporary schooling to structure both interpersonal relations and knowledge, leaving students and parents relatively powerless to control any of the educational processes. Through bureaucratic organization, schools create structures in which knowledge, teachers, and pupils are simultaneously bureaucratized and subjected to rationalized control. As schools increase in size, there are greater pressures for standardization and further control. Accountability and external legislation further standardize operation and performance. Such pressures may eventually lead to the "hyperrationalization" of schooling. Teachers respond to this hyperrationalization by asserting their professional autonomy. Advocates of professionalism claim the unique ability to make informed judgments in specified areas. In effect, they control access to professional knowledge, the distribution of that knowledge, and the conditions under which it will be made available to students. Ultimately, the principles of bureaucracy and those of professionalism are mutually reinforcing and increase the ideological, epistemological, and social processes of control over the student's destiny. Such a result is antithetical to liberal ideals of education. (Author/WD)
Descriptors: Administrative Organization, Administrator Role, Bureaucracy, Educational Administration, Educational Philosophy, Educational Theories, Family School Relationship, Parent Role, Parent School Relationship, Power Structure, School Organization, Student Role, Student School Relationship, Student Teacher Relationship, Teacher Role
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A