Critical Educational Administration: Research, Theory, and Practice

• Main Author: Peca, Kathy
• Format: Report
• Language: English
• Published: 01.11.2000
• Subjects: Administrative Change; Administrator Education; Critical Theory; Elementary Secondary Education; Social Influences

Critical theory methodology is used in this paper to explore the notion that the daily practice of school personnel embodies prevailing societal ideology. This ideology can be oppressive and restraining, and it is self-maintaining in that school personnel pass it on to their students, who then carry it with them into society. Ideological influences can be exposed through objective and subjective (empirical and case study) methodologies, allowing school personnel to change their awareness of the power bases in schools through the process of reflection and thus emancipate themselves from them. Educators have a unique role in such critique because they not only can change themselves but also can influence change in students and, thereby, influence such change in society. Critical educational administration theory provides a means whereby school leaders can understand and ultimately disentangle themselves from the various forces that impinge upon educational practice. Because of the inherent rationality of people, administrators and members of the school community would move toward being less restrained by the bonds of externally and internally imposed ideology. Under the critical perspective, the task of the school administrator in the school community is to establish a climate whereby reflection, critique, and open dialogue are possible. Contains 56 references. (RT)