Journalartikel

Jahr der Veröffentlichung: 2002

Seiten: 234-255

Zeitschrift: European Educational Research Journal

Bandnummer: 1

Heftnummer: 2

ISSN: 1474-9041

eISSN: 1474-9041

DOI Link: https://doi.org/10.2304/eerj.2002.1.2.3

Verlag: SAGE Publications

Abstract: 
The article discusses, how the logic of the economic system — facilitated by terms like efficiency and quality management — is introduced into the educational system. The thesis is, that similar myths concerning the supposed efficiency of quality management can be differentiated according to three dimensions: to observation constellations between various audience groups at the level of society, to influencing constellations, which are established by consulting organisations (organisation level), and to negotiation constellations, in which the educational professions in schools are involved (level of interaction). Such a multi-dimensional programmeme of observation seems to be necessary, both in order to take account of the diversity and the simultaneity of particular processes in schools and their environments as they occur in the context of globalisation. Thus, it is necessary to heuristically link different theoretical explanation modules: systems theory, neo-institutionalism and theories of action. The hypothesis is postulated that myths of efficiency have similar effects in the societal audience, in organisation and in the education profession, in the form of a mutually responding resonance.

Harvard-Zitierstil: Brüsemeister, T. (2002) Myths of Efficiency and the School System: observed at the levels of interaction, organisation and society, European Educational Research Journal, 1(2), pp. 234-255. https://doi.org/10.2304/eerj.2002.1.2.3

APA-Zitierstil: Brüsemeister, T. (2002). Myths of Efficiency and the School System: observed at the levels of interaction, organisation and society. European Educational Research Journal. 1(2), 234-255. https://doi.org/10.2304/eerj.2002.1.2.3