Originally published in 1990. This book is concerned with the logic of the relationship between educational theory and practice. It is a fundamental examination of three ideas:
Vocationalism - the idea that the central purpose of education is to prepare people for work.
Managerialism - the idea that this preparation can be managed by those not intimately concerned with the practice of teaching.
Consumerism - the idea that education should be led by the demands of the ‘market’.
Halliday argues that promoters of these ideas share a mistaken belief in the value of pursuing a supposed ideal of objective precision in education. He traces the theoretical origins of this ideal and its practical consequences. In particular, he argues that educational development is likely to remain ossified within a particular theoretical framework, unless competing developments are allowed to flourish alongside one another. He concludes by outlining the ways in which this competition might be managed.
Preface. Introduction 1. Theoretical Origins 2. Practical Implications 3. Towards Interpretive Coherence 4. Rationality 5. Hermeneutics 6. A Philosophical Alternative
Reissuing works originally published between 1975 and 1997, this collection includes books covering all aspect of managing schools, from primary to further education. With an international selection of authors, some volumes present case studies while others address wider areas of concern in the management of educational institutions. Individual volumes concern special schools and specific types such as the grant-maintained system in the UK. Topics cross over from finance to staff development to politics and governance to innovation. This is an excellent varied set for any education management bookself.