WHAT HAPPENS TO EDUCATIONAL ADMINISTRATION WHEN ORGANIZATION TRUMPS ETHICS?
Abstract
ABSTRACT. The managerial strategies of governance prevalent in the private sector have become more and more normalized within educational institutions. These strategies, according to Dutch philosopher Zygmund Bauman, are denial of proximity, effacement of face, and reduction to traits. This article describes these managerial tactics within an educational context and unearths four systemic conditions that give rise to these strategies. These conditions are: the imperative of efficiency, diffusion of responsibility, obscurity of cause, and simplification of solutions. Various narratives are offered to demonstrate the effects of these conditions on the practice of educational administration. QUAND L'ORGANISATION PREND LE DESSOUS SUR L'ÉTHIQUE : QU'EST CE QUI ARRIVE À L'ADMINISTRATION EN MILIEU D'EDUCATION? RÉSUMÉ. Les stratégies de gestion employées fréquemment dans le secteur privé pour gouverner sont devenues de plus en plus normalisées dans nos institutions scolaires. D'après Zygmund Bauman, le philosophe néerlandais, ces stratégies s'identifient comme suit: négation de la proximité (denial of proximity) éffacement du visage (effacement of face) et réduction aux traits simples (reduction ta traits). Le présent article décrit ces tactiques gestionnaires dans le cadre du milieu d'éducation et révèle quatre conditions systémiques qui occasionnent l'apparition de ces stratégies. Les quatre conditions sont: l'impératif de l'efficacité, (the imperative of efficiency), la responsabilité dispersée (diffusion of responsibility), l'obscurité des cause (obscurity of cause), et la simplification des solutions (simplification of solutions). L'article offre des narrations variées pour démontrer les effets de ces conditions sur les pratiques administratives en milieu scolaire.Downloads
Published
2004-04-01
How to Cite
Kumar, R., & MItchell, C. (2004). WHAT HAPPENS TO EDUCATIONAL ADMINISTRATION WHEN ORGANIZATION TRUMPS ETHICS?. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 39(002). Retrieved from https://mje.mcgill.ca/article/view/8742
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