Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Hachem, Ali OhioLINK PDF 7_28_13.pdf (1.22 MB)

ETD Abstract Container

Abstract Header

The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks

Hachem, Ali
http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603

Abstract Details

2013, Doctor of Philosophy, Miami University, Educational Leadership.
While the academic field of educational administration is multivocal and contested, its field of policy and practice is increasingly trapped in the logic of economic efficiency and the language of standardization and accountability. The modern department of educational administration is nowadays at this difficult crossroad, constantly forced to justify any kind of intellectual multivocality against a standard of means-end rationality. Still, celebrating and negotiating multivocality while resisting the technical logic covert in neo-capitalism should be a prime concern to any liberal democracy, including its democratic public schools. This is because democratic public education should be deep-rooted in culture and its politics. Based on a historical review of the field of educational administration, and using a critical pragmatist framework that draws from George Herbert Mead's pragmatist sociology of language, John Dewey's naturalism, Valentin N. Voloshinov's critical philosophy of language,019 and work by Helen Gunter and Peter Ribbins on mappers, mapping, and maps, this study investigates four popular introductory educational administration textbooks used in the preparation of educational administrators in pre-service educational administration programs in colleges of education. More specifically, this study investigates (1) the degree of multivocality reflected in these textbooks and (2) their critical democratic potentials and limitations. In the course of this investigation, the selected textbooks are found to be monovocal, drawing mainly from a structural, functional, and rational organizational theory. By naturalizing one specific version of the ontology, epistemology, and axiology of schooling, and by ignoring any substantive debate about education in its relation to democracy, culture, and politics, these textbooks are also found to lack in critical democratic inclinations.
Kathleen Knight Abowitz, PhD (Committee Chair)
Richard Quantz, PhD (Committee Member)
Karen Stansberry Beard, PhD (Committee Member)
Thomas Misco, PhD (Committee Member)
206 p.
Educational Theory
Critical Pragmatism; Educational Administration; Textual Analysis

Recommended Citations

Citations

  • Hachem, A. (2013). The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603

    APA Style (7th edition)

  • Hachem, Ali. The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks . 2013. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603.

    MLA Style (8th edition)

  • Hachem, Ali. "The Oxymoron of the Cultural Residue in the Organizational Paragon: A Critical Pragmatist Critique of Selected Popular Educational Administration Textbooks ." Doctoral dissertation, Miami University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374755603

    Chicago Manual of Style (17th edition)

miami1374755603
1,292
© 2013, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.