Class, Bureaucracy, and Schools: The Illusion of Educational Change in America.

Autor/in	Katz, Michael B.
Titel	Class, Bureaucracy, and Schools: The Illusion of Educational Change in America.
Quelle	(1971), (175 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Organization; Bureaucracy; Change Agents; Class Attitudes; Educational Benefits; Educational Change; Educational Development; Educational Innovation; Educational Theories; Progressive Education; Social Change; Social Class; Social Mobility; Social Organizations; Social Problems; Social Structure; Social Systems; Urban Areas; Urban Education; Urban Teaching + Suchen Sie Ihr Suchwort? Bürokratie; Bildungsertrag; Bildungsreform; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Educational theory; Theory of education; Bildungstheorie; Reformpädagogik; Progressive Erziehung; Sozialer Wandel; Social classes; Soziale Klasse; Soziale Mobilität; Social problem; Soziales Problem; Sozialstruktur; Social system; Soziales System; Urban area; Stadtregion; Stadtteilbezogenes Lernen; Urban education
Abstract	Despite periodic reform movements, the American educational system has remained essentially unchanged since about 1885, when it was established as "universal, tax-supported, free, bureaucratically organized, class-biased, and racist." Bureaucracy emerged as the dominant structure because it is the most practical method of keeping the lower orders orderly and regulating social mobility. Their failure to recognize the integral relationship between the bureaucratic organization of educational and certain class-bound values accounts for the failure of educational reformers past and present. In the various chapters, the book concentrates on the years between 1800 and 1885, which was the critical period for the formation of the American educational system. It attempts to show how and why that structure came to be and, at less length, point out the continuities throughout the past century. Chapter I presents the major organizational alternatives proposed for urban public education at a time when its structure was problematical. Chapter II complements the essentially static analysis of organizational models. The final chapter considers the proposed thesis in relation to present educational reform and concludes with a few concrete suggestions for reformers. (Author/SB)
Anmerkungen	Frederick A. Praeger, Inc., 111 Fourth Ave., New York, N.Y. 10003 ($2.25)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01