First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment. It suggests that schools lacked bargaining power and that their position deteriorated because they had marketed an ever more standardized product.
The book focuses particularly on the bureaucratization of education and the growing conflict between teachers and academic administrators. It also examines the dangers of cyber-culture but rejects its hopes of an anarchistic order as illusory. It concludes that power in educational institutions was not effectively mobilized to meet its goals. It also contributes to the analysis of social relations in English education.
1. Power, authority and educational goals 2. Impotent schools 3. Power, gifts and investment in education 4. Humour, sex and power 5. Power and the shape and size of schools 6. Participation and communication 7. The advantages of bureaucracy 8. The good headteacher 9. The power environment 10. Power, the future and the counter-culture; Notes; Index
This set of 62 volumes, originally published between 1959 and 2005, amalgamates a wide breadth on the sociology of education, with a particular focus on culture, class and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of sociology, education and those undertaking teaching qualifications.