Much of the current debate about education too often resembles the
blind men describing an elephant--apprehending only a particular
part of the situation or the process, many analysts tell an
evocative but incomplete story. The so-called 'reform' discussion
proceeds with a lack of depth about the nuances and realistic
limitations in the institutional order of school. This book argues
that as regulation of schools moves further up the bureaucratic
hierarchy (first to state departments of education then to the
national department of education) the legal and institutional
requirements get more intensive but less concretely useful in class
rooms. This bureaucratization serves to 'tighten' the
organizational environment, thereby increasing the risk of normal
accidents. The increasing governmental management, in other words,
makes it less likely, not more, that schools will 'fail' to meet
their goals. Analyses of education are too often developed for
public consumption in a fast-moving political world. This book
examines some of the deeper organizational reasons why things don't
work so well in school, as well as a look some of things that do
work.Most importantly, I will explain how the social and cultural
expectations of what schools can do may create unrealistic hopes.
We, as a society, and schools, as institutions, embrace these
unreasonably high hopes at our collective peril.
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